Embed Size (px)
Citation preview
FOREIGN EDUCATION
PROVIDERS IN INDIA
Report on Collaborative Arrangements
May 2008
Research Team Ivy Dhar, Project Leader & Consultant Sudhanshu Bhushan, Advisor
S.No. Contents Pages
1 Foreword 3
2
Preface
5
3
List of Abbreviations
7
4
Executive Summary
10
5
Chapter I
Introduction
18
6
Chapter II
Collaboration with Foreign Education Providers: A Quantitative Analysis
25
7
Chapter III
Mechanisms of Collaboration: Institutional Case Studies
41
8
Chapter IV
In-Depth Analysis of Collaborating Indian Institutions: Institutional Survey
65
9
Chapter V
Perceptions on Institutions and Courses: Students’ Survey
78
10
Chapter VI
Conclusion
93
11
References
98
12
Appendices
99
1
Foreword UK India Education Research Initiative is an attempt to strengthen economic relationships between the two nations through academic collaboration. In recent years, foreign universities/institutions have developed academic collaborations with Indian institutions in different programmes of study amidst uncertainties in regulatory framework. There is a significant gap in knowledge of the current activities of all Foreign Education Providers (FEPs) in India. It was, therefore, thought desirable to have an institutional survey from a secondary source and a student survey from field studies to throw some light on both the dimensions – institutions and students – of the delivery of the services by foreign universities. In a nut shell, it may be concluded that there is high demand for the foreign education in India. However, the collaborative practices of foreign universities are mainly with private institutions in India. For a sustainable collaboration, it is necessary that public system of higher education in India develops the partnership with foreign universities. This can, however, happen only when the Government of India develops an enabling framework to support it. With respect to students’ preferences, it is important to note that they have been looking at investment in education as human capital formation. Demand for education is seen in terms of expected return in relation to fees. Hence, the preference for foreign universities is essentially in terms of higher employability. I would like to congratulate Dr. Ivy Dhar, the project leader and the consultant who sucessfully completed the project in a record time of four months. Dr. Vijay Vrat Arya deserves a special mention in assisting the project team right from the beginning till end, for his extraordinary quality of data search, field surveys and analysis of data. Mr. Pramod Kumar has most ably assisted the team for which I would like to express my thanks to him. I would also like to thank the research assistants for their contributions.
2
I express my sincere gratitude to Mr. Tim Gore, Director Education of the British Council for expressing confidence in the team for undertaking the project. I must very sincerely express my gratitude to Dr. Neil Kemp for conceptualising the project and advising the research team throughout the project. I would also like to sincerely thank Ms. Tarang
Gupta, Ms. Parul Gupta and Ms. Malyaj Varmani of the British Council for extending their support throughout the project. Last but not the least I would like to express my gratitude to all the heads of institutions supplying relevant information. I do hope that the stakeholders of higher education would benefit from the research results. Sudhanshu Bhushan Professor & Head Department of Higher & Professional Education (DHPE) National University of Educational Planning and Administration (NUEPA) New Delhi
3
Preface The research project on “Foreign Education Providers in India” is commissioned under the aegis of UK India Education Research Initiative (UKIERI). There is a significant gap in the knowledge of the current activities of all Foreign Education Providers (FEPs) in India, their approaches to delivery, relationships, relative successes, etc. Improved understanding of these important issues and collating information on the activities of all FEPs in India, delivering higher education programmes that lead to undergraduate and postgraduate (or equivalent) degrees, were identified as important researchable issues by the British Council. The delivery of the collaborative programmes in higher education opened up in the 1990s and since then they have been continuing apace. There remains a gap in information on the collaborative delivery of programmes, as there is no system of maintaining registration of those foreign institutions that collaborate with Indian partners. The study intends to gather all relevant data pertaining to the foreign and Indian collaborating institutions, focusing on the nature of affiliation, courses offered, validation of courses, etc. Most importantly, it seeks to compile it in the form of a comprehensive data-base. Data assemblage is not the sole purpose of the project, however, initiation in this direction has helped to analyse, compare and assess the current trend of foreign collaborations in the field of higher education. Since, there is no particular source of information on the presence and activities of foreign universities and institutions, the research had to undertake a rigorous exercise of exploring all possible sites for information to indentify the institutions. Already two interim reports have been submitted to the British Council. The first one was a survey on collaborating institutions by using secondary sources of information. Along with the report, a draft Directory was submitted which was later updated. The second report was partially based on field-survey. It contained information on students’ who have studied various collaborative courses. It also presented institutional case studies. The final report is a complete analysis of data drawn from both secondary sources as well as from field-survey.
4
I convey my sincere gratitude to Prof. Sudhanshu Bhusan under whose guidance the study could be finalised. His meticulous efforts in pinpointing every possible gap and
provide suggestions to improve has helped in enriching the research. I would like to thank Dr. Vijay Vrat Arya for his sincere efforts in compiling the Directory and for the presentation of data. The study has received active support from Mr. Pramod Kumar in co-ordinating field surveys. The Co-investigators have given their best efforts so that the survey could be completed in due time. I also thank Mr. Manjunath C., Mr. Rajesh Ojha and Mr. Pramod Kumar for their contributions to the project. The collation of data, notes and observations prepared by the team has provided inputs for the final report. Mr. Dilip Singh, has typed information and compiled spreadsheets. His efforts are duely acknowledged. I would also like to convey thanks to Mr. Kalra and Dr. Chandra Jeet for editing the text, Mr. Nitin Jain for designing and Ms. Soma Mitra for advice on managing the account. The research team would like to thank all the Directors and Principals for their precious time to understand the objectives of the study and extending their co-operation by providing relevant information pertaining to their institutions. Special thanks are due to students’ who have spared their time in between their classes to answer the queries. I convey my sincere gratitude to Mr. Tim Gore, Director Education of the British Council for providing me this opportunity to undertake the study. I would like to sincerely thank Ms. Tarang Gupta, Ms. Parul Gupta and Ms. Malayaj Varmani of the British Council for extending their support. Discussing the project details with them has helped to plan the course of action. I must convey my reverence to Dr. Neil Kemp, from the Steering Committee, whose advice during the course of the study has helped to bring further precision. I express my sincere gratitude to Prof. Sudhanshu Bhushan, Prof. Sachidanand Sinha and Prof. Sudha Pai for giving my recommendation to undertake the project. Comments and Suggestions are most welcome.
Ivy Dhar1 Project Leader New Delhi
5
List of ABBREVIATIONS
6
3D - Three Dimensional AHLA - American Hotel and Lodging Association AICTE - All India Council for Technical Education
AIT - Ansal Institute of Technology ASI - Administrative Staff College of India
B.Sc. - Bachelor of Science B.Tech. - Bachelor of Technology
BA - Bachelor of Arts BAC - British Accreditation Council for Independent Further and Higher
Education BBA - Bachelor of Business Administration
BE - Bachelors of Engineering BHSM - Bachelor in Hospitality Management
BIT - The Birla Institute of Technology BS - Bachelor of Science
BSHRIM - Bachelor of Science in Hotel, Restaurant and Institutional Management
BTEC - Business & Technician Education Council BTEC HNC
- BTEC Higher National Certificate
CEO - Chief Executive Officer CIE - Cambridge International Examination CII - Confederation of Indian Industry
CISCO - Cisco Systems, Inc. CRS - Computerised Reservation System
CSM IGS - CSM Institute of Graduate Studies CU - Clemson University
EMU - Eastern Michigan University EQUIS - European Quality Improvement System
FEP - Foreign Education Providers FIAT - Frankfinn Institute of Air Hostess Training
FIT - Fashion Institute of Technology GCSE - General Certificate of Secondary Education
GGSIP - Guru Gobind Singh Indraprastha University GMAT - Graduate Management Admission Test
7
GOTA - Global Opportunities and Threat Analysis Programme GRIHM - Golden Regency Institute of Hospitality Management
HLC - Higher Learning Commission HNC - Higher national Certificate HRD - Human Resource Development
IHM-A - Institute of Hotel Management, Aurangabad IILM - Institute for Integrated Learning in Management
IIM - Indian institute of Management IIPM - Indian Institute of Planning and Management
IIT - Indian Institute of Technology IMI - International Hotel Management Institute
INSEAD - Institut Européen d’Administration des Affaires ISO - International Organization for Standardization ITM - Institute of Technology and Management
ITQPL - InterGlobe Technology Quotient Pvt. Ltd. JHU - John Hopkins University
KIUST - The King’s International University of Science and Technology LBIIHM - Lakshya Bhartee Institute of International Hotel Management
LSE - London School of Economics & Political Science M.Phil. - Master of Philosophy
M.Sc - Master of Science MA - Mater of Arts
MAHE - Manipal Academy of Higher Education MAII - Modi Apollo International Institute MBA - Masters in Business Administration MCA - Master of Computer Application
ME - Masters of Engineering MIM - Modern Institute of Management
MIMIT - Malout Institute of Management & Information Technology MIS - Management Information Systems
MITES - Management of IT & IT-Enabled Services MNC - Multi-National Company MoU - Memorandum of Understanding
MS - Master of Science NAAC - National Assessment and Accreditation Council
NBA - National Board of Accreditation NCA - North Central Association of Colleges and Schools
NCSU - North Carolina State University NDSU - North Dakota State University NIEPA - National Institute of Educational Planning and Administration
NIFT - National Institute of Fashion Technology NIMS - Netaji Subhash Institute of Management Sciences OBC - Other Backward Class
PG - Post Graduation
Ph.D. - Doctor of Philosophy PSI - Personalized System of Instructors QA - Quality Assurance
RISER - Rajagiri International School for Education and Research SACS - Southern Association of Colleges and Schools
SAI - Sun Academic Initiative SAT - Scholastic Aptitude Test
SC - Scheduled Caste SJSU - San Jose State University
ST - Scheduled Tribe SUNY - State University of New York
IIM - The Indian Institute of Management ISB - The Indian School of Business
TOEFL - Test of English as a Foreign Language TASMAC - Training and Advanced Studies in Management and Communications
Ltd U.P. - Uttar Pradesh UG - Under Graduate
UGC - University Grants Commission UK - United Kingdom
UKIERI - UK-India Education and Research Initiative UNESCO - United Nations Educational, Scientific and Cultural Organization
UOW - University of Wolverhampton US/USA - United States of America
WMG - Warwick Manufacturing Group WiFi - Wireless Fidelity
8
Executive Summary The Project
1. Supply of education services by foreign institutions in partnership with the Indian institutions is making a visible presence in the higher education of India. The partnerships are operated through various mechanisms with different types of institutions across India and they involve foreign institutions across the globe. The study provides an overview of arrangements for imparting foreign degrees to Indian students’.
2. The project aims to develop comprehensive database and information on the various collaborative arrangements with foreign universities and institutions. It gathers information through institutional survey and also conducts student survey with a view to understand the students’ responses towards the collaborative programmes.
3. The study is takes into account the fact that the Indian Government is in the process of developing a regulated mechanism for operations of foreign institutions. In an atmosphere of retrospection, the study will further highlight the existing academic links with foreign institutions and might be able to intensify the discourses.
Presence of Foreign Education Providers (refer to section 2.2.)
4. The study has been able to identify 143 Indian institutions and 161 Foreign Education Providers engaged in collaboration. The total number of collaborations is 230. Each collaboration may have one or more than one programme delivery. Thus the total number of programmes that are collaboratively delivered is numerically 641.
5. The geographical distribution of the Indian institutions that have foreign collaboration shows that such activity is highly concentrated in Maharashtra, Delhi and Tamil Nadu. 25 (17%) institutions in Maharashtra, 22 (15%) institutions in Delhi and 21 (15%) institutions in Tamil Nadu have collaborations with foreign educational institutions.
9
6. At present, higher educational institutions from UK and USA are showing maximum interest in collaborations with the Indian institutions. Out of the total 230 existing collaborations, 86 collaborations are with educational institutions from the UK, followed by 79 from the USA. The study shows that 55 institutions from UK have their presence in India followed by USA with 46 institutions in India through various collaborative arrangements like twinning, franchisee, joint provisions and link programmes.
Types of Indian Institutions Engaged in Collaboration (refer to section 2.4. & 4.3) 7. Both secondary and primary sources of information reveal that maximum
collaborations of foreign institutions are with non-affiliated private institutions. In the list of 143 institutions, 69 (48%) private non-affiliated institutions have collaborations with foreign universities/institutions. In the sample survey of 22 institutions delivering a total of 71 programmes, 34(48%) are being delivered through non-affiliated private institutes.
8. In the second rank are the private sector institutions that are affiliated with the Indian Universities. They constitute 29% (42) of the 143 collaborating institutes. Sample survey of 22 institutes reveals that 12 (17%) programmes are being delivered through private colleges/institutes affiliated to the Indian Universities. These private institutions are affiliated to Open University or State University for delivery of programmes, providing the students degrees of the respective Indian University. They also are tied up with foreign institutes for offering courses.
9. Private institutes constitute the maximum share of collaborations. Very low participation of public institutes is found. Only 3 State University and 4 Deemed Universities out of 143 institutions are found to be collaborating with foreign partners.
Legal Basis and Quality Assurance of Indian and Foreign Institutions (refer to section 2.5, 2.6 &4.9)
10. The Indian institutions that are managed by trust have maximum number of collaborations. They constitute 35% of the total number of institutions (143), followed by those institutions that are established under the Society Act (16%). There are also some institutions that are industry managed (5%) and some are formed under the Company Act (6%).
11. Public foreign Universities/Institutes are operating in large numbers. There are 92 Foreign Education Providers under public sector and 54 under private sector.
12. Only 49 Indian Institutions have a quality assurance arrangement and 66 Indian Institutions do not have any kind of quality assurance arrangement. 106 foreign institutions are reported to have quality assurance arrangement and 5 foreign institutions do not have quality assurance arrangement. Data was not available for all the institutes.
10
13. Among the various accreditation agencies involved in quality assurance with the Indian Institutions, 27 institutions have accreditation from ISO. Very few institutions (8) have NAAC accreditation. This is mainly because most of the collaborating institutions are private. There are also some institutions (12) that are
accredited by the foreign affiliating institute or some foreign accreditation agency.
14. Various countries have their own accreditation agencies. In UK, there is the UK Quality Assurance Agency. In USA, institutions have accreditation from the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools (NCA), the Association's Commission on Institutions of Higher Education, the Southern Association of Colleges and Schools (SACS), among others. Institutions across Europe and also other countries have accreditations from an international system of quality assessment like EQUIS.
15. In the sample survey of 22 Indian institutions, it has been found that 11 are recognized by the Government of India while 10 are not. 16 Indian institutions have reported that they are aware of the quality assurance arrangement of Foreign Education Providers in their home country, while 10 institutions have reported that they are not aware of the quality assurance of their foreign partner in their home country.
Collaborative Programmes Offered to Indian Students’ (refer to section 2.7, 4.4 & 4.5)
16. The Indian institutions are affiliated to foreign institutes to offer various programmes and courses to the Indian students’. The study has tried to cover all possible fields engaged in foreign collaboration. On the basis of the information gathered, we can say that maximum number of collaborations is taking place in the field of Management and Business Administration. Out of the total of 641 programmes, 170 (26.5%) collaborative programmes are offered in this field. The next most offered discipline for collaboration is Engineering & Technology/Computer Application/Information Technology with 145 (22.6%) collaborative programmes, followed by Hotel management and House Keeping with 134 (20.9%) collaborations.
17. Architecture, Natural Sciences, Physiotherapy, Nursing and Pharmacy are very low sought after fields for collaboration. Other relatively less offered fields for collaborations are Arts and Humanities, Medicine and related fields, and Agriculture, Fisheries and Veterinary Sciences.
18. An interesting finding is that most of the collaborative programmes offered by Indian educational institutions are at the under-graduate degree level (230 programmes). Among the foreign degrees offered, single foreign degree (507 programmes) is more in practice than joint or dual award.
11
19. The sample results of 22 Indian institutions showed that out of 71 collaborative programmes, 2487 students’ are enrolled in 26 post-graduate degree courses and 1414 students’ are enrolled in 22 under-graduate degree courses. 495 students’ are enrolled in 8 under-graduate diploma courses, 322 students’ are enrolled in 8
post-graduate diploma courses and 25 students’ are enrolled in 1 certificate course.
20. Out of 143 institutions we could collect a sample of 22 institutions. It is quite possible that in the web based search, 50% of the institutions have been left out. Thus, we have scaled up the sample number by a scale of 8 for the minimum in the range and 12 for the maximum in the range. On this basis, it may be projected that at present that there are a minimum of 40000 students’ and a maximum of 60000 students’ enrolled in such collaborative programmes.
21. Sample results show that fees of 75% of the programmes are less than Rs. 2 lakhs. If 40000 students’ are studying in transnational programmes and an average of Rs 1.25 lakhs is charged per student, then the scale of financial operation is about Rs. 5 billion and is roughly equivalent to 5% of the total public expenditure on higher education in India. Thus in terms of enrolment, the scale of operation may seem miniscule. In terms of finance, the scale of operation is not that small.
Mechanisms of Collaboration in Transnational Study Programmes (refer to section 3.2, 3.3 & 4.7)
22. Some important forms of delivery of transnational education in India have been identified as franchising, study centers, twinning, link programmes and distance learning arrangements. In all these modes, programmes of the foreign institutes move partly or fully to host institutions. Student mobility is generally witnessed in link programme and twinning arrangement. Franchisee institute may also have provision for student transfer, if students’ are willing to undertake transfers.
23. Twinning arrangement was found in 216 study programmes; hence it is the most sought-after form of delivering transnational study programmes. This could be because it gives the institution a hassle-free way of providing its students’ a foreign degree. It simply transfers the student to the foreign institutions. Two or more institutions may agree to jointly recognise a study programme, so that students pursuing their studies in one institution have their credits accepted by others. It may lead to single, joint or dual foreign degrees. Prin.L.N. Welingkar Institute of Management Development & Research, Mumbai has twining programmes in Bioinformatics with Nottingham Trent University and the final award is jointly given by both the institutions. University of Delaware issues its degree (singular) through twinning arrangements with Sri Chanakya Institute of Hotel Management & C.T.
12
24. The provision for credit transfer may be mutually made convenient into a two-way process, whereby foreign students’ who have acquired certain credits in a foreign University are transferred to an Indian institute for completing certain credits and obtain an Indian/foreign degree. The institutions may also tie up with several foreign Universities to create the provision of credit transfer.
Collaborations at Ansal Institute of Technology (AIT) are a good example of this kind of multiple collaborative arrangements.
25. Foreign Institutes are engaged in academic collaborations through course curriculum and syllabi designing, course validation, course monitoring and faculty training. In the sample survey of 22 institutions, it has been observed that in matters of course designing and course validation, foreign institutions are taking the sole responsibility. On the other hand, in the course delivery, scrutiny of applications and examination arrangement, it is the Indian partner who takes the maximum responsibility. However, some foreign institutions are playing a much larger role. The University of Warwick looks after all academic aspects of its collaboration with ITM, including selection of faculty, approval of syllabi, assessment, examination arrangements, moderation and determination of University examination results. ITM assists Warwick in the recruitment and selection of students, in accordance with the criteria set out by the University.
26. Collaborations are developed even by corporate affiliation. The Modi Apollo International Institute (MAII) is an initiative brought to India through a joint venture between the K.K. Modi Group and Apollo International Inc., USA. The degree programmes imparted in the institute are accredited degree programmes of the Western International University, USA.
27. Multi-institute affiliation for delivery of a single programme and twin-institute affiliations leading to joint or dual degrees are practiced. The Indian School of Business with London Business School, Wharton Business School and Kellogg School of Management deliver accelerated a one-year post graduate and a one year PG diploma programme in Management. Bharatiya Vidya Bhavan and Marshall university jointly certifies their MBA programmes. The Amrita Vishwa Vidyapeetham has collaborated with The State University of New York (SUNY) to provide dual degrees to students’ of M.Sc. in Management Information Systems.
Features of Delivery of Transnational Study Programmes (refer to section 2.7, 4.6 &3.4)
27. On the basis of the secondary sources of information, it has been seen that Face to Face – Full Time (569) programmes are the most common mode of course delivery. The provision of Flying tutor existed in 78 programmes. Distance mode is practiced in 60 programmes. From the primary survey of 22 institutions, it has been observed that 41 out of 71 programmes are offered as full-time study ones and 9 as part-time. 2 institutes have online/distance mode, 2 institutions deliver programmes by means of flying tutor and 3 institutes have offshore campus training.
13
28. The approach for transacting the delivery in such programmes is participatory, develops skills of articulation, and provides larger fields of exposure than
classroom teaching. Institutions try to develop diversified skills as it helps students’ to gain acceptance in the global market.
29. Examples drawn from various institutions show that learning facilities are enabled through the use of technology. In the Training and Advanced Studies in Management and Communications Ltd., students have access to high technology infrastructural facilities, computer labs with free Internet access and access to the University of Wales online library. The M.A. programme in Sustainable Development offered by Jadavpur University in collaboration with Staffordshire University is accessible online from home or elsewhere. The year of completion the course is flexible.
30. Delivery of transnational programmes is skill-oriented, hence many institutes facilitate interaction with industry by organizing joint workshops (Christ College) and incorporate industrial training modules in their programmes (Institute for Technology and Management). Some institutes try to develop good service skills by polishing communication ability (Frankfinn Institute of Air Hostess Training) and some provide global leadership programmes to enhance Managerial skills (Indian Institute of Management).
Perceptions of Students’ (refer to section 5.4., 5.5., 5.6., 5.8, 5.9., 5.10, 5.11., 5.12.)
31. In the sample study of 155 students, economic background of the family of students’ provides a mixed picture. 18 % of the students belong to those families whose income is less than Rs. 2 lakhs. 32% of the students belong to those families whose annual incomes range between 2lakhs-4 lakhs rupees, 28% belong to those families whose annual incomes range between 4lakhs-6 lakhs rupees. 21% of the students belong to those families whose per annum income is more than 6 lakhs rupees.
32. It is important to analyse the relationship between fees of courses and students’ family income. Maximum number of students are pursuing courses whose family incomes are in the range of Rs. 2 lakh to Rs. 6 lakh. 39% of the students are paying in the range of 50,000 to 1 lakh and another 32% are paying between 1 lakh to 2 lakh. It means that the annual fee consists of roughly half or one third of the income of the family. Naturally the fees cannot be afforded out of the current income of the family. This shows that households in India consider investment in education as some form of human capital yielding returns in the future.
14
33. The information gathered shows that still the families of 79% of student give full financial support the students opting for FEP programmes. Around 13% students receive partial financial support from their families and around 8% students do not take any financial support from their families. 5% students have opted to take 100% loans from the banks to finance their courses. Around 10 % of students get somewhat financed by banks. There are also some students whose educational expenses are borne by their employer either fully (1%) or partially (1%).
34. The study sets out some motivational options and asks the participants to rank their preferences for opting for collaborative courses. If we analyse the first preference, then 56% of the students mark their personal interest as the most motivating factor, followed by 17% of the students who take up such courses to get an opportunity to earn a foreign degree. In the case of second preference, 29% students seem to have been motivated by the fact that FEP courses widen placement opportunities. Again 25% of the students have marked the opportunity to earn a foreign degree as their second preference. While in reference to third choice, around 16% of the students marked the desire to earn higher education status/foreign tag. 14% students have mentioned that collaborative programmes provide an easy way to migrate abroad.
35. Data has been collected to know the source of information about the programmes. 79 students came to know through family and friends, 61 students through advertisement in paper/radio and 52% through the internet.
36. Regarding foreign degrees, 77% of the students identified foreign universities as the foreign degree providing agency. This means that these students would acquire a single foreign degree. 21% identified that they would get joint degree of Indian and foreign university and only 2% identified a dual degree. It has been observed that students are very aware of the mode of getting their degrees. However, not all students. They did not bother much to find out whether the degree providers are actually approved/recognised by the Indian regulatory agencies.
37. The study has found that among the 29% who had the opportunity of giving campus interviews, 13% were selected by Indian companies, 5% were selected in MNCs, only 1% were selected in companies of foreign countries and 10% of the student were not selected.
38. The students were asked to assess their institutions and the overall delivery mechanism of the courses and rate their perception in terms of their satisfaction. 43% noted that they were satisfied, 40 % declared high satisfaction, 13% declared very high satisfaction and only 2% each rated their level of satisfaction as low and very low respectively.
Conclusion
39. The Foreign Education Providers, who give more emphasis to the need of supplementing content-rich curricula with activity-based learning and to bridge the gap between academia and industry, have been quite visibly marking their presence in India.
15
40. The practices of collaboration are beneficial to both institutions and students. In those arrangements where the foreign institution actively co-operates in training faculty, curriculum development or partially imparts courses through flying tutors, it enhances the potential for improvement of the quality of the delivery of
programme. It may enlarge the capacity of the institution to deliver quality education. Students gain much through such arrangements as the capacity of the teachers and the institutions improve. It has had a positive impact on the capacity of the students as well. The collaborative courses are student-centered and encourage skill- development.
41. The private institutions in India are overall dominating in the field of collaborative programmes. There is very low participation of public institutes from India. The practice of collaboration is highly market driven. Foreign education providers are public institutions, yet a sizeable number of them are private institutions.
42. The MoUs are signed directly with foreign education providers. Hence, collaborations are set in accordance with the terms that are mutually convenient. Foreign agencies may be accrediting the courses.
43. The aspects of recognition, quality assurance and regulation, if properly addressed, could help in building long-term relationships of collaboration. The legal registration of all foreign education providers in India will add to many positive outcomes. The foreign education providers as well as the Indian education providers need to be recognized in their respective countries. The government of India needs to look at the activities of collaborative programmes as a fact of life and consider these as opportunities through legislative and regulatory measures.
16
Chapter I
Introduction 1.1. Introduction Internationalisation of higher education has an important constituent in terms of the supply of education services by foreign education providers. Given the excess demand for higher education in India, the foreign education providers, guided by market signals, began their operations. However, these market signal were not supported by government regulation. As a result, the provision of education services by foreign universities were limited and remained mostly confined to the initiatives by private institutions in India. It is important to question against this environment of market and regulation - how have the foreign education providers been operating through collaborative arrangements in India? Another important issue is related to responses of students towards educational services provided to them through collaboration with foreign universities/ institutions.
The research study has been taken up in two parts. Part I of the study deals with institutional survey and part II deals with student survey. The report is prepared on the basis of quantitative information obtained from web searches of institutions and on the basis of information gathered from sample institutions. A section of report is based on the survey of the students. 1.2 Project Aims
a) This project has been conceptualized by complying with the UKIERI’s objective of reducing the gap in understanding the current activities of all foreign education providers in India, their delivery mechanisms, links, etc. It aims to develop comprehensive database and information on the current activities of Foreign Education Providers in India. The Institutional Survey is a part of the broad project deliverables. The survey will provide information on the activities of FEPs in India delivering all forms of higher education programmes that lead to undergraduate and postgraduate (or equivalent) degrees. This will include all foreign institutions (from US, Australia, Germany, UK, etc.) delivering programmes in India. Information on each institution pertains to the collaborative foreign universities, legal basis of partner institutions, QA arrangements, level, subject and nature of programmes, names of final awards and modes of delivery.
17
b) Another important aim is to understand the feedback from the students. As stated earlier, there is a potential market for higher education. However, the regulation does not support entry of foreign universities. Given a situation of this sort, student’s feedback will be quite interesting for the market players and stakeholders as well as the government, which is instrumental in giving a final shape to the policy on foreign education provision. Hence, analysing the feedback from the students’ forms another objective of the project.
1.3: Foreign Education Providers in India The Foreign Education Providers operate in various manners through their collaboration with the Indian educational institutes- 1. They provide foreign degrees to students enrolled in Indian institutions. The degrees may be single, joint or dual awards. (eg: Single foreign Degree awarded by Cranfield University, UK to students’ of Institute of Clinical Research (India); Marshall University, USA and Bharatiya Vidya Bhavan, Bangalore has provision for joint award and Amrita Vishwa Vidyapeetham and the State University of New York (SUNY), USA practice dual award). 2. They establish links with the Indian institutes through franchisee, joint provision and twinning arrangements. Such links may also lead to practice of curriculum development, curriculum validation, student exchange, faculty exchange, etc. (eg: Franchisee mode between International Hotel Management Institute (IMI), Switzerland and Kohinoor – IMI Khandala School of Hospitality Management, Pune; Joint Provision between London School of Economics & Political Science (LSE), U.K. and City School of Social and Managerial Sciences, Chennai; Twinning Arrangement between University of Plymouth, UK and International Maritime Institute, Noida). 3. They set up their study centres in partnership with the Indian institutions (eg: the Thompson River University, Canada has opened its study centre in Canadian Institute for International Studies, Fategarh Sahib). 4. They have opened up opportunities for credit transfers to their own institutions (Schiller International University, USA in collaboration with Durgapur Society of Management Science, Durgapur is allowing transfer of credit through twinning arrangement). Previous study, conducted by K.B. Powar2, found that the number of international agencies in India has increased from 114 in 2000 to 319 in 2004. These institutions include 204 service providers recruiting students for their home campuses and 115 other agencies offering courses in various modes like study centers and off-shore campuses and
18
2 K.B. Powar, Dubious overseas education providers (http://www.hindu.com/edu/2005/) accessed on 5th March, 2008
nearly a third of the foreign providers are not universities. The study conducted by NIEPA3 did not make any credentials on the exact number of existing foreign education providers during the time of study in the absence of any regulation on foreign education providers. It could gather sample of 131 Indian institutes collaborating with foreign education providers. The present study probing into the presence of Foreign Education Providers in Indian higher education found that the FEPs from UK have the largest share of affiliations with the Indian educational institutes. 37% of all existing collaborations are with the educational institutions of UK. Foreign Education Providers of the USA cover 34% of the affiliations. A detailed discussion on the outcome of the study is presented in the following Chapters.
1.4: Importance and Scope of the Study There is no disagreement on the fact that the Indian institutions, which are mostly private/ privately managed, have been increasingly receptive to developing affiliations with foreign institutions. The government could not remain detached from the issue and since 2005, the Ministry of Human Resource Development has been making attempts to provide an appropriate legal framework for Foreign Education Providers in India. The Foreign Education Providers (FEP) Bill, piloted by the HRD ministry, has been approved by the Union Cabinet in 2007. As per the Draft Bill, all foreign universities will get the status of Deemed Universities before enrolling students, thereby bringing them under the ambit of the University Grants Commission’s (UGC) regulations. However, a new clause in the bill empowers the government to exempt foreign institutions from any provision of the legislation. This clause has opened the possibility of exempting these institutes from regulations like reservations, fee structures and salaries. The FEP bill, however, has not been passed by the Parliament and the regulation on the foreign education providers’ issue is still pending. In the present scenario, when regulations of FEPs are on their way, mooting the idea to conduct a study on “Foreign Education Providers” is appropriate and timely. The study will give a clearer picture on the types of collaborations with various institutions across India. The outcome of the study, which will detail out contacts of Indian and foreign institutions that are in collaboration, their quality assurance arrangements, information on programmes delivered and various other provisions that are essential for institutions. It will help in developing a comprehensive and compact database of information.
19
3 Prof. Sudhansu Bhusan, Foreign Education Providers in India: Research Project Granted by MHRD (New Delhi: National Institute of Educational Planning and Administration(NIEPA), April, 2005), pp. 39-40
The importance of the study follows the fact that the mainstream system of state universities, understand the value of engaging in collaboration with foreign universities. In the present phase of globalization, the university system cannot remain isolated. State universities and colleges need to develop academic tie- ups at greater depths. The study through institutional and students’ survey will bring to the fore, information that may be useful for public universities in India. It will help in deciding the academic links with foreign university. More importantly, the regulatory councils and quality assurance agencies will understand the importance of the phenomenon that is market driven but now has become a reality. The regulatory systems have to accept this reality and give serious thoughts to the issue of internationalisation of higher education, including the phenomenon of the supply of higher education services by foreign universities, in the design of higher education policy. So far, this has been neglected in the context of the policy, though the issue has been a part of the discourse. The present study will intensify the discourse both for the regulatory bodies as well as for the quality assurance agencies. The collaborations between foreign institutions and Indian institutions range widely. It covers research, study programmes, training, exchange programmes, etc. The study is oriented to cover detailed information on those Indian institutions and their corresponding foreign partner institutions that deliver all forms of higher education programmes leading to the award of degrees/diplomas or certificates. 1.5: Methodology The study seeks to obtain information on various parameters of the collaborative provisions. Due to the absence of regulation and non-availability of any mechanism of registration of foreign education providers in India, it is indeed difficult to trace all the institutions collaborating with foreign universities/institutions. The study, first, prepared its data-base of information through web search. The data sources include websites of Indian institutions, websites of collaborating foreign institutions, websites featuring information on collaborating institutions, websites featuring news on foreign education providers and websites featuring information about accreditation agencies. A format4 was prepared specifying various indicators for sorting data. This was further filtered on spreadsheets. Tables and graphs have been prepared to give an account of some of the operations of foreign education providers. The web search found 143 Indian institutes collaborating with foreign institutes. There are many Indian institutes that have more than one campus across various states. The
20
4 See Appendix B
total number of branch campuses of the institutes is 264. Since all collaborations are formed at the central level of the institutes, no variation is found among the branch campuses of the institutes. In this study, each institute, irrespective of its branches, is treated as one data unit so that uniformity of data could be maintained. In the next round of research, the study proposed to do sample survey from the list of identified institutes. Simultaneously while the data search was undertaken, two questionnaires5 were developed. The first one, relating to institutions, was meant to gather information on the features of the institutions and collaborative programmes offered by them. In regard to the collaborative programmes, information was sought on the mode of course delivery, amount of fees charged, number of students enrolled, etc. It also sought to gather information on the nature of collaborative arrangements including types of affiliation, types of awards, etc. The second questionnaire solicited information from the students in relation to their education and economic background, their preferences for undertaking the programme and perception towards the institutions offering collaborative programmes. A team of researchers visited different institutions across India in Delhi, Noida, Gurgaon, Mumbai, Bangalore, and Chennai to field-test the questionnaires. The team gathered information about the institutions and its programmes from the head of the institutions or teacher-in-charge. Simultaneously, information was gathered from the students enrolled in the institutions. The team was able to gather samples from 22 institutes for institutional survey and from 25 institutions. It was able to gather samples from 155 students. The method applied was random sampling. Information was also collected through email and post, though very few institutes responded. In total, students and institutions survey included, data was collected from 34 institutions. The information gathered from field was further filtered on spreadsheets for analysis. Pamphlets and brochures of institutions, books and internet searches were also used extensively as sources of obtaining information on the mechanisms of collaborations and related issues. The total project period was 4 months, from January to April 2008.
21
5 See Appendix C and D
1.6. Chapter Schema The report is presented in six chapters, the first one is the introduction and the following chapters are the findings and analysis of the study. Chapter II of the report analyses the data on existing Foreign Education Providers and their counterpart Indian collaborating educational institutes. It throws light on the presence of foreign education providers, distribution of collaboration in terms of different countries and different states in India, typology of the Indian institutes that collaborate with foreign institutes, quality assurance arrangements of Indian and foreign institutes and various types of collaborative programme on offer. Chapter III makes a qualitative appraisal of collaborative arrangements in India by drawing up cases of institutions. It seeks to explain the forms of delivery of transnational education and its mechanisms of operation through different collaborative techniques. It further evaluates the learning mechanisms applied in the delivery of transnational education. Chapter IV discusses the findings of sample institutional survey. It analyses the mode of delivery, level, student enrollment, type of award, etc of FEP programmes in various institutions. It provides further emphasis on finding the current status of collaboration of the sample institutions and on the share of work between Indian and foreign partner institutions in regard to curriculum design, course delivery, course validation and other such joint provisions of collaboration. Chapter V makes an analysis of perception of students. The students’ choice of courses, level and duration of courses opted for, means of finance for the courses, motivation for opting for FEP programmes, preference for FEP programmes over courses offered in Indian Universities, levels of satisfaction with regard to delivery mechanism, etc are discussed through tabulated information. Chapter VI presents the concluding remarks on the study. The study has also developed a directory. The directory is a compilation of 143 Indian Institutes, detailing their names, addresses, names and addresses of foreign collaborative partner/s, programme/s offered, modes of course delivery and the nature of collaboration.
22
1.7. Limitations There is no system of proper registration of FEPs operating in India. At the first stage, researchers have tried to gather all available information on collaborative partnerships through web searches. An important limitation of the study is that the web search is the basis for identifying institutions. The web does not display all information of their collaborations with Foreign Education Providers. The web searches may not provide updated information in some cases. Therefore, information collected by the researcher may suffer marginal error, which is not expected to be too large. Sometimes researcher also encountered problems in interpreting certain information while preparing the data-base of institutions collaborating with foreign universities. The study has however tried to rectify information after receiving it from some of the institutions. During the second stage of survey, that is field-study, researchers faced the problem of not getting the expected response from the institutions, especially from the unrecognized ones.
23
Chapter II
Collaboration with Foreign Education Providers
A Quantitative Analysis
2.1. Introduction Internationalisation of higher education manifests itself in various forms, of which the provision of foreign education through programme mobility is perhaps the most visible one. Its presence in India is not a new phenomenon, yet the continuation of its expansion has not led to the emergence of a transparent mechanism of registration of Foreign Education Providers. This would have helped in easily assessing the activities of FEPs. There are multiple modes of arrangement between the foreign and Indian partner institutes. This chapter tries to draw together data on the existing Foreign Education Providers and their Indian counterparts, using secondary sources of information. It makes an attempt to understand the distribution of collaboration between Indian and foreign educational institutes in terms of various states in India and countries of the world. It also makes an assessment of the types of collaborative Indian institutes, levels and types of collaborative programmes and focuses on the quality assurance aspect of Indian and foreign institutes.
2.2. Presence of Foreign Education Providers
Due to the absence of a system of registration, it may be difficult to accurately assess the number of existing Foreign Education Providers. The number of Foreign Education Providers has been identified through visiting websites of those Indian education institutions that display information on their collaborations with foreign institutes. There are 143 such Indian institutes collaborating with foreign institutes as against 161 Foreign Education Providers.
2.2.1. State-wise Distribution of Collaborating Indian Institutions
Geographical distribution of the Indian institutions with foreign collaborations shows that such activity is highly concentrated in Maharashtra, Delhi and Tamil Nadu. 25 (17%) institutions in Maharashtra, 22 (15%) institutions in Delhi and 21 (15%) institutions in Tamil Nadu have collaborations with foreign educational institutions. Closely following them is the state of Karnataka with 18 (13%) collaborating institutes, followed by Andhra Pradesh (15 or 10%), West Bengal (12 or 8%), Uttar Pradesh (7or 5%) and Haryana (6 or 4%). (See Table 2.2.1).
24
Table 2.2.1 State-wise Number of Institutions having Foreign Collaboration S. No. State Number of
Indian Institutions
Percentage (%)
1 Andhra Pradesh 15 10 2 Delhi 22 15 3 Goa 3 2 4 Gujarat 3 2 5 Haryana 6 4 6 Jharkhand 1 1 7 Karnataka 18 13 8 Kerala 4 3 9 Madhya Pradesh 1 1 10 Maharashtra 25 17 11 Punjab 4 3 12 Tamil Nadu 21 15 13 Uttar Pradesh 7 5 14 Uttarakhand 1 1 15 West Bengal 12 8 Total 143 100
State-wise percentage distribution of collaborating institutes is shown graphically (See Figure 2.1)
Figure 2.1: State-wise Distribution of Collaborating Institutions
State-wise Percentage (%) Distribution of Institutions
Delhi 15%
Goa 2%
Gujarat 2%
Haryana 4%
Jharkhand 1%
Karnataka13%
Maharashtra 17%
Punjab 3%
Tamil Nadu 15%
Andhra Pradesh10%
Uttarakhand 1%
Uttar Pradesh 5%
West Bengal 8%
Madhya Pradesh1%
Kerala3%
25
2.2.2. Country-wise Distribution of Collaborative Foreign Institutions At present, higher education institutions from the UK and the USA are showing maximum interest in collaborations with Indian institutions. Universities from Australia, Canada and Switzerland are also making their presence felt in India. Out of 230 existing collaborations, 86 are with educational institutions from UK, followed by 79 from USA. Educational institutions from Australia, Canada, Switzerland, Germany and France have 15, 12, 6, 5 and 2 collaborations in India respectively. (See Table 2.2.2 for the trend of existing collaborations).
Table 2.2.2 Country-wise no of Collaborations
Country-wise Total number of Collaborations Number of
Indian Institution
UK USA Australia Canada France Germany Switzerland Others Total
N 143 86 79 15 12 2 5 6 25 230 % 100 37 34 7 5 1 2 3 11 100
The total number of collaborations with 161 foreign universities is 230. Each collaboration may have one or more than one program delivery. Thus the total number of programmes that are collaboratively delivered with 161 foreign universities is numerically 641 (See Table 2.2.3).
Table-2.2.3 Number of Collaborative Foreign Institution/University and Collaborating
Programmes
Number of Collaborations with Foreign Universities/Institutions
Number of collaborative foreign Universities/Institutions
Number of collaborative Programmes
230 161 641 Further enumeration of distribution of collaborative foreign institutions/universities according to the country of origin reveals that the UK has the maximum number of 55(34%) collaborating institutions in India, followed by USA 46(29%) institutions and Australia showing 13(8%) institutions (See Table 2.2.4). This data is quite evident from the previous data discussed in Table 2.2.2 as the UK and the USA have the maximum number of collaborations with Indian institutes. (For a tabulated list of Foreign Universities, see Appendix A).
26
Table 2.2.4 Country-wise Distribution of Collaborative Foreign Institutions/Universities
Countries UK USA Australia Canada France Germany Switzerland Others Total
N 55 46 13 11 2 4 5 25 161 % 34 29 8 7 1 2 3 16 100 2.2.3. Country-wise Distribution of Collaboration in Different States of India A cross-section of collaborations between institutions of various countries and states of India is enumerated in Table 2.2.5. Among the total 230 existing collaborations with Indian institutions, it is found that institutions from the UK have the maximum number of collaborations with institutes in Delhi (19), followed by Maharashtra (15), with the third highest concentration of 9 each in West Bengal and Uttar Pradesh. Tamil Nadu and Karnataka also have a good number of collaborations (8 each) with UK institutions and following very closely is Andhra Pradesh with 6 collaborations. The collaboration with institutes of the USA is also most highly concentrated in Delhi (13), followed by Karnataka and Maharashtra (11 each), Tamil Nadu and Andhra Pradesh (9 each) and Haryana (8). In case of Australia, its institutes have maximum concentration of collaborations with institutes in Delhi, Karnataka and Uttar Pradesh (3 each). Canadian institutes have maximum concentration of collaborations with institutes in Delhi, Gujarat, Maharastra, Punjab and Tamil Nadu (2 each). Institutions from France have a single collaboration each with institutions in Delhi and Karnataka. Institutions from Germany have maximum number of 2 collaborations each with institutes in Delhi and Tamil Nadu. Switzerland has 2 collaborations each with institutes in Maharashtra and Tamil Nadu. Further, out of total 230 collaborations, the maximum number of foreign collaboration exists with institutions located in Delhi (53), followed by Maharashtra (33), Karnataka (28) and Tamil Nadu (24). Comparing data of this table with the previous Table 2.2.1, where the number of Indian institutes collaborating with foreign institutions has been discussed, we see that a maximum number of institutes are located in these states. However, this data is only representational because branches of a good number of institutions are spread across the country. These also deliver collaborative programs but they have not been treated separately from the sample institution.
27
Table 2.2.5 Country-wise Distribution of Collaboration in Different States of India
Countries State
UK USA Australia Canada France Germany Switzerland Others Total
Andhra Pradesh
6 9 0 0 0 0 0 0 15
Delhi 19 13 3 2 1 2 0 13 53 Goa 2 1 0 0 0 1 0 2 6 Gujarat 0 2 0 2 0 0 0 0 4 Haryana 5 8 1 1 0 0 0 0 15 Jharkhand 1 0 0 0 0 0 0 1 2 Karnataka 8 11 3 1 1 0 1 3 28 Kerala 2 5 1 0 0 0 0 2 10 Madhya Pradesh
1 0 0 0 0 0 0 0 1
Maharashtra 15 11 1 2 0 0 2 2 33 Punjab 1 4 0 2 0 0 1 0 8 Tamil Nadu 8 9 1 2 0 2 2 0 24 Uttar Pradesh 9 1 3 0 0 0 0 0 13 Uttarakhand 0 1 0 0 0 0 0 0 1 West Bengal 9 4 2 2 17 Total 86 79 15 12 2 5 6 25 230
2.3. Multiple Collaborations The study found that both Indian and foreign universities/institutions may have more than one collaboration. Among the educational institutes of India, the National Institute of Fashion Technology (NIFT) has a very high number of collaborations (19) with foreign institutions from countries like UK, Sweden, Italy, USA, Germany, South Africa, France, Canada and Australia. NIFT has its branches across India in Andhra Pradesh, Gujarat, Tamil Nadu, Karnataka, West Bengal, Maharashtra and Uttar Pradesh. Ansal Institute of Technology (AIT), situated in Haryana, has 8 collaborations with educational institutes mostly from the USA. Rajagiri International School for Education and Research (RISER) in Kerala, Institute for Integrated Learning in Management (IILM) that has campuses in Delhi and Haryana and Christ College situated in Karnataka has 6, 5 and 4 collaborations with various countries respectively. There are also institutions that have more than 2 collaborations like Atharva College of Hotel Mgmt. & Catering Technology and L.N. Welingkar Institute of Management Development & Research in Maharahtra, The Birla Institute of Technology (BIT) in Jharkhand, Netaji Subhash Institute of
28
Management Sciences (NIMS) in Delhi, Goa Institute of Management in Goa and like-wise there are many other institutions that have more than one collaboration. Among the foreign Universities and Institutes, American Hotel and Lodging Association (EI-AHLA), USA, has 28 collaborations. Queen Margaret University has 5. City and Guilds, UK, Nottingham Trent University, UK, University of Leeds, UK and University of Wales, UK have 4 each. Schiller International University, USA, Staffordshire University, UK, Napier University, UK, Thames Valley University UK, University of London, UK and Western Michigan University, USA have 3 collaborations each. There are many foreign institutions/Universities like De Mont Fort University, UK, Deakin University, Australia, University of Central Lancashire, UK and University of Bradford, UK, LDT Nagold, Germany, to name a few, that have 2 collaborations with Indian institutes. (See Appendix A) 2.4. Typology of Indian Institutions It is important to know the typology of Indian institutions, which are collaborating with foreign educational institutes/Universities. From the information gathered, Indian institutions have been categorised into state universities, private universities, deemed universities, private sector institutions that are affiliated to Indian universities, private non-affiliated institutions, state government managed institutions, private company institutions, autonomous aided college’s, and other institutions. It was found that 42(29%) of private sector institutions6 that are affiliated to Indian Universities are also affiliated to foreign institutes/ universities. Sreenidhi Institute of Science and Technology, Hyderabad, is affiliated to Jawaharlal Nehru Technological University, Hyderabad. Institute of Computer and Business Management – School of Business Excellence, Hyderabad to Osmania University, Hyderabad. Skyline Education Group, Delhi is a branch campus of MAHE, Manipal (a deemed university) and university study centre of Sikkim Manipal University (a UGC recognized state university). These private institutions after being affiliated to Indian universities are engaged in collaborations with foreign universities, awarding foreign degrees.
The maximum number of collaborating institutions is private non-affiliated institutions7 (69,48%). This category of institutions is engaged in different types of programme delivery like Insurance and Finance, Hotel management, Hospitality management, Airhostess training, etc. They are collaborating with foreign institutions leading to the
6 These private institutes are registered under trusts or societies. These institutes are also governed by the rules and regulations of the university they are affiliated to.
29
7 It means institution not established or maintained by the Central Government; State Government or Union Territory Administration or any public body, nor do they have to comply with rules of any University. They may be managed by trust or societies. Therefore, the private non-affiliated institutions do not have the authority to grant degrees.
award of degree/diploma. 7 (5%) private companies8 are also found to be collaborating with foreign institutions. Raffles Design International, Mumbai; Wigan & Leigh College, Delhi; Frankfinn Institute of Air Hostess Training, Mumbai are established under companies act and are collaborating with foreign institutions for awarding foreign degrees. Thus, nearly 82% of Indian institutions collaborating with foreign universities/institutes are in the private sector. Only 3 State Universities9 and 4 Deemed10 Universities are found to be collaborating with foreign partners. (See Table 2.4.1.).
Table – 2.4.1. Type of Indian Institute
Indian
Institutions State Universities
Private Universities
Deemed universities
Private sector institution/college affiliated to State or other university for a program/programmes
Private non affiliated institutions/colleges
State/government managed institutions
Private company institutes
Autonomous aided colleges/institutes
Any other institutions
N 143 3 0 4 42 69 7 7 7 0 % 100 2 0 3 29 48 5 5 5 0
2.5. Legal Basis of the Institutions - Indian and Foreign
Indian institutions that are managed by Trusts have the maximum number of collaborations. They constitute 35% of the total number of institutions, followed by those institutions that are established under Societies Act (16%). There are also some institutions that are industry managed (5%) and some formed by Company Act (6%). Among the industry-managed organisations, we would like to cite the example of VLCC Institute of Beauty, Health and Management. It runs certificate/diploma courses in Beauty Culture, Fitness and Nutrition in affiliation with City and Guilds (UK). The City and Guilds is the UK’s leading awarding body in work-related qualifications. Information on legal basis is not easily available. Information is based on 70% of sample institutions (See 2.5.1).
Table – 2.5.1 Legal Basis of Indian Institute
Total Number of Indian Institutions
Trust
Societies’ Act.
Company Act
State/Central Legislation
Industry managed organisation
Any other
Not Available
N 143 50 23 9 4 7 8 42 % 100 35 16 6 3 5 6 29 There are 92 Foreign Education Providers under public sector and 54 under private sector (See Table 2.5.2). There are many institutions which do not have any status of university. American Hotel and Lodging Association (AHLA), USA; Amsterdam Fashion institute, 8 The incorporation of a Company is governed by the Companies Act 1956. 9 It means a university established or incorporated by an Act of the State Legislature and is funded by the state governments.
30
10 It means an institution so defined under section 3 of the University Grants Commission Act, 1956. It enjoys the same academic status and privileges as a University.
Netherland; Avril Rowlands Television Training School, UK; College of Tourism and Hotel Management, Cyprus, do not seem to have university status in their respective countries.
Table – 2.5.2 Legal Basis of Foreign Institute
Public Private Other Not Available
Total
N 92 54 6 9 161 % 56 34 4 6 100
2.6. Quality Assurance Arrangement of Indian and Foreign Institutions An important aspect of the information relates to quality assurance arrangements of Indian Institutions and FEPs. It is observed that 46% of the Indian institutions, with collaborations with foreign universities, do not have any quality assurance. Only 49 (34%) Indian institutions have quality assurance. In case of 28 Indian institutes, such information is not available on the web. Out of the 161 foreign universities/institutes, 106 institutions were reported to have quality assurance. Only 5 institutions did not have quality assurance. In the case of 50 foreign institutions, information with respect to quality assurance could not be obtained from the website search. (See Table 2.6.1).
Table 2.6.1
Quality Assurance of Indian Institutions and Collaborations with FEPs
Indian Institutes Foreign universities/ institutions
Total Yes No Not Available
Total Yes No Not Available
N 143 49 66 28 161 106 5 50 % 100 34 46 20 100 66 3 31
It has been observed that some Indian institutions are quality assured by more than one quality assurance agencies. Among the various accreditation agencies involved in quality assurance to Indian institutions, the institutions mostly have accreditation from ISO (27). Very few institutions have NAAC accreditation (8). This is mainly because most of the collaborating institutions are private ones. There are institutions that are accredited internationally or by some foreign accreditation agency like Golden Regency Institute of Hospitality Management, Haldia is accredited by Regency Institute of Tafe, South Australia. The total number of institutions with foreign accreditation is only12.
31
Table 2.6.2
Quality Assurance Agencies of the Indian Institutions
Name of the Quality Assurance Agency
ISO NAAC
Foreign quality assurance
State Government NBA
CSR
Total
Institutes Quality Assured
27 8 12 2 2 1 52
% 52 15 23 4 4 0 100
Some countries have their own accreditation agencies. In the UK, there is the UK Quality Assurance Agency11. In the USA, institutions have accreditation from Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools (NCA) Middle States Association of Colleges and Schools, Southern Association of Colleges and Schools (SACS),12 among others. Few institutes of Canada have quality assurance from Association of Universities and Colleges of Canada. Institutions across Europe and other countries have accreditations from international systems of quality assessment like European Quality Improvement System (EQUIS)13. An important feature of collaborations is that only a few Indian institutions, that are recognized by Indian government, offer collaborative programmes. National Institute of Fashion Technology was established in 1986 under the aegis of the Ministry of Textiles, Government of India. The NIFT Act was passed in 2006 to establish and incorporate it for education and research in fashion technology. It has collaborations with 19 institutes, which stand recognised. AIT has been approved by GGSIP University Delhi to run professional programmes like BBA, BBA (Banking and Insurance), B.Arch and BCA. This Institute is recognized by the University Grants Commission14 under section 2(f) of the UGC Act 1956. AIT has twinning arrangements with several foreign universities like Clemson University, USA; North Dakota State University, USA; San Jose State University, USA; Eastern Michigan University, USA; Saint Mary's University, Canada;
11The Quality Assurance Agency (QAA) was established in 1997 to provide an integrated quality assurance service for United Kingdom higher education. UK higher education institutions, wherever they operate or award degrees, must meet the strict criteria of the UK's QAA; if not they will be liable to strong sanctions in the UK, including closing programmes. UK QAA also undertakes overseas QA audits.( www.qaa.ac.uk/ & comments from British Council) 12 The North Central Association of Colleges and Schools, Middle States Association of Colleges and Schools, Southern Association of Colleges and Schools are some among the six regional accrediting organizations for higher education institutions recognized by the United States Department of Education and Council for Higher Education Accreditation. (en.wikipedia.org/) 13 EQUIS is the international system of quality assessment, improvement, and accreditation of higher education institutions in management and business administration.( http://www.efmd.org/)
32
14 The University Grants Commission of India is a Union government body that has the mandate to maintain standards of higher education. It also provides funding support to the universities and colleges in India.
Tarleton State University, USA; University of Northern Alabama, Alabama; and Deakin University, Australia. Loyola, Chennai, signed an MOU with London South Bank University to conduct a joint M.Sc. in International Business and in Corporate Governance (a one and half year programme). It is one of the first eight colleges to receive an autonomous status. This helped the college introduce new courses, innovations in teaching and evaluation methods. Loyola College is affiliated to the University of Madras, and enjoys recognition by UGC under 2 (f) and 12 B. The college also has NAAC15 accreditation (A+ level) and was funded under the scheme- ‘College with Potential for Excellence’ in 2004 by UGC. Omayal Achi College of Nursing, Chennai, established under Public Charitable Trust, is affiliated to Tamil Nadu Dr. M.G.R Medical University and is recognized by the State and Indian Nursing Council. In affiliation with the Queen Margaret University College, Edinburgh, the college is jointly running 1 Year B.Sc. (Post Basic) in Nursing Studies program in India.
Out of the total 143 collaborating institutes, only 52 are found to be recognized by the Government of India through its various bodies of constitution.. Other institutes are either not recognized or proper information is not available.
Table 2.6.3 Institutes Recognised by the Government of India
Name of the Indian Government Recognising Bodies AICTE/N
BA UGC State
Government/ Bodies of State Government
Central Government/Bodi
es of Central Government
Total number of institutes
Recognised
Total Number of Institutes in Collaboration
N 20 13 8 11 52 143
2.7. Collaborative Programmes offered in India Indian institutions are affiliating with foreign institutes to offer different programmes and courses to Indian students. From the information collected, it was found that 641 programmes are offered in collaboration with foreign institutions. These programmes are offered at various levels of education and may be of different nature in terms of award.
33
15 The National Assessment and Accreditation Council (NAAC) is an autonomous body established by the University Grants Commission (UGC) of India to assess and accredit institutions of higher education in India. It is an outcome of the recommendations of the National Policy on Education (1986) that laid special emphasis on upholding the quality of higher education in India.( www.naacindia.org/)
2.7.1. Course-wise Distribution of Collaboration With regard to concentration of collaboration vis-à-vis various disciplines, from the information gathered, a maximum number of collaborations is taking place in the field of Management and Business Administration (See Table 2.7.1). In all, 170 (26.5%) collaborative programmes are offered in this field. The next highest discipline for collaboration is Engineering & Technology/Computer Application/Information Technology with 145 (22.6%) collaborative programmes, followed by the field of Hotel Management and House-Keeping with 134 (20.9%) collaborative programmes. Applied Arts and Applied Science have 45 (7%) and 31 (4.8%) collaborative programmes on offer respectively. Mass Communications and Media related programmes, and Commerce and related study programmes both have 25 (3.9%) collaborative programmes. Beauty and Grooming have 20(3.1%) on offer respectively. Architecture, Natural Sciences, Physiotherapy, Nursing and Pharmacy are very low sought-after field for partnerships with only 1 (0.1%) collaboration each. Other relatively less fields for collaborations are Arts and Humanities, Medicine and related fields and Agriculture, Fisheries and Veterinary Sciences, as they have only 7(1%), 6 (0.9%) and 3 (0.5%) collaborations respectively.
Table 2.7.1 Discipline-wise Distribution of Collaboration
Major Disciplines Number of
Programmes %
Agricultural/Fisheries/Veterinary Sciences 3 0.5 Applied Arts (Fashion Designing/Textile/Interior Designing/Jewellery/Pottery/ Graphic Design) 45 7.0 Applied Science 31 4.8 Architecture/Planning 1 0.2 Arts/Humanities/Social Science 7 1.1 Aviation Industry Management 3 0.5 Beauty/Grooming 20 3.1 Commerce/Business Studies/Accounting/Finance 25 3.9 Education 2 0.3 Engineering & Technology/Computer Application/Information Technology 145 22.6 Management/Business Administration 170 26.5 Media/Journalism/Mass Communication/Film & TV Animation 25 3.9 Medicine/Dental/ Ayurvedic/Unani/Homeopathic 6 0.9 Natural Sciences 1 0.2 Pharmacy 1 0.2 Physiotherapy/Nursing 1 0.2 Hotel Management/House Keeping 134 20.9 Any Other 21 3.3 Total 641 100
34
2.7.2. Level and Types of Final Award The study, as per the information gathered, shows that most of the collaborative programmes offered by Indian educational institutions are at the under-graduate degree level (230). Following this, there are post-graduate degree programmes (150) that are currently running in collaboration with foreign institutions and after this follows UG Diploma (120). The least number of collaborative programmes are available in Ph.D/M.Phil (5). (See Table 2.7.2)
Table 2.7.2
Levels of Program on Offer
UG Degree
PG Degree
UG diploma
PG diploma
Certificate PhD/MPhil (research)
Total
N 230 150 120 50 86 5 641 % 36 23 19 8 13 1 100
In terms of final awards, we find that there are a good number of collaborations in MBA (66), BA and B.Sc programmes (61 and 59 respectively), followed by B.S and M.Sc (41 and 38 respectively). Ph.D has the least collaborative arrangements. UG/PG Diploma across different disciplines has the maximum number of programmes in collaborations (171) followed by certificate courses (78). (See Table 2.7.3.)
Table 2.7.3.
Types of Final Award in Collaboration
Name of the Final Award N % BE 15 2 BS 41 6
B Tech 10 2 BA 61 10
BBA 16 2 BSc 59 9
Certificate 78 12 UG/PG Diploma 171 27
MA 8 1 MBA 66 10 ME 7 1 MS 6 1 MSc 38 6 PhD 2 0
Other 63 10 Total 641 100
35
2.7.3. Types of Foreign Degree Offered in Collaborative Programmes Among the foreign degrees offered, single foreign degrees (507) are more in practice than joint or dual awards (See Table 2.7.4).
Table 2.7.4 Type of Award Delivered
Single Foreign
Degree Joint Degree (Foreign + Indian combined award)
Dual Award (Separate Foreign + Indian award)
Not Available Total
N 507 14 39 81 641 % 79 2 6 13 100
2.7.4. Mode of Collaboration in Study Programmes Indian institutes may have more than one type of collaboration for a particular programme of study. Some institutes have not mentioned their modes of collaboration. From the available information, twinning arrangements were found in 216 study programmes, franchisee arrangements in 65 study programmes, 92 programmes are delivered through joint provision and 25 programmes are delivered in the study centers of foreign institutes (See Table 2.7.5).
Table: 2.7.5 Distribution of the Types of Collaboration
Types of Collaboration Number of
ProgrammesCollaboration with Franchisee Provisions 65 Collaboration with Joint Provision 92 Collaboration with Twining Arrangement 216 Collaborations as a Study Center 25
2.7.5. Modes of Course Delivery There may be multiple modes of course delivery. It is seen that Face to Face ( Full Time) (569) is the most common mode of course delivery. Credit Transfer is practised in the case of 186 programmes. The provision of Flying Tutor exists in 78 programmes. Distance mode is practised in 60 programmes. On-line course delivery is not a very common method of course delivery (table 2.4.7). The table does not refer to mutually exclusive modes for programmes, each programme may have more than one form of course delivery.
36
Table 2.7.6 Mode of Course Delivery
Face-
to-Face (Full time)
Face-to-Face (Part time)
Flying tutor (Foreign Faculty)
Distance Mode
Online Course Delivery
Number of Programmes
569 42 78 60 17
2.7.6. Admission Processes The admission processes vary from one institution to the other. However, more than one step of admission may be followed for the same course. Sometimes the candidates may be admitted by a single step like an entrance test or may be based on their performance in the qualifying exam. They may also be admitted following these two steps - entrance test, followed by interview and group discussion or by a three-step process, etc. The most common method of admission followed by most of the institutions in most of the courses is that of the entrance tests (304). There are also many courses, which have the provision of direct admission through submission of an application (234) (See Table 2.7.7).
Table 2.7.7 Mode of Admission
Entrance
Test Interview/Group Discussion
Performance in Qualifying Exam
Through Application
Any Other
Number of Programmes
304 268 268 234 77
2.7.7. Provision for Students’ Admission and Placements
37
Programmes delivered through foreign collaboration may not provide due advantage to students who are entitled to reservations. There are very few programmes where a relaxation of admission criteria is followed for the socially disadvantaged sections of the society. Only 26 programmes have reservations. However, many institutes may have the provision for placement for students. Campus- interviews may be arranged by the institutes, which help students with job opportunities. In 433 programmes there is a
provision for placement (See Table 2.7.8, A and B). The provision for placement is available in a relatively large number of programmes because private institutes try to make the programmes attractive to students. Whereas, reservations are followed only in government managed or funded educational institutes.
Table: 2.7.8. A: Reservation Adopted
Number of Programmes %
Followed 26 4 Not followed 414 65 Information not available 201 31 Total 641 100
B: Placement Provisions
Placement Provisions Number of
Programmes % Available 433 68 Not available 22 3 Information not available 186 29 Total 641 100
2.8. Conclusion Foreign Education Providers have been acting as a supplement to Indian higher education because the motivation for seeking foreign education through Indian institutes may be beyond the issue of quality higher education. Foreign Education Providers that stress on the need to supplement content-rich curricula with activity-based learning, bridging the gap between academia and industry, have been quite visibly marking their presence in India. On the basis of the information, it was found that many courses have provisions for placements; therefore, despite a lack of recognition in most of the private Indian institutions, they have been able to attract students to enroll in their collaborative programmes. These aspects could be better understood through a qualitative analysis of institutions and students enrolled in such institutions.
38
Chapter III
Mechanisms of Collaboration Institutional Case Studies
3.1. Introduction In the post-liberalisation phase, private education sector has been expanding rapidly. The expansion of privatization in education has led to a major shift in the mode of operation as well. A visible development, since the last decade, is that educational institutions in India have started operating in collaboration with foreign educational institutes. These collaborating institutions provide foreign degrees in India, mostly through program mobility. The nature of collaboration varies among different institutions. Indian institutions may have different modes of collaboration with foreign institutions like twinning arrangements, franchisee, branch campus etc. The main objective of this chapter is to provide evidence-based review of mechanics of collaborative arrangements in higher education. 3.2. Transnational Education and Forms of Delivery in India Transnational education refers to a form of education in which the provider of education of a country provides education to the students located in another country. Transnational education takes place through the mobility of programmes and institutions. ‘Transnational education’ has been defined by UNESCO/Council of Europe Code of Good Practice in the Provision of Transnational Education as "all types of higher education study courses, or sets of courses of study, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based". Besides, the code also specifies that such courses may belong to the educational system of a country different from the one in which they are offered or may be offered independently of any national system. 16 Transnational organisations are international organisations offering so-called international programmes/qualifications, which actually do not refer to any specific education system. Edexcel offers a variety of qualifications, including A-levels, GCSEs and the BTEC suite of vocational qualifications. It is an international organisation, awarding over 1.5 million certificates to students around the world every year. It has
16 Council of Europe/UNESCO Code of Good Practice in the Provision of Transnational Education.Council of Europe/UNESCO, 2000
39
entered a strategic relationship with Frankfinn Institute of Air Hostess Training, which has introduced the internationally acclaimed and highly-rated BTEC Higher National Certificate (BTEC HNC) in Aviation, Hospitality and Travel Management in India. Some important forms of delivery of transnational education in India have been identified as follows –– 1. Franchising- Franchising happens when a certain higher education institute (franchiser) of one country authorizes another institution (franchisee) in another country to provide its courses under its supervision. Under this process, the franchisee can operate with the franchiser’s name, use the curriculum designed by the franchiser and also apply the franchiser’s evaluation method in its institutions. Thus, the local provider is licensed to provide the course of the home institution under the conditions set in the contract. There are cases where the franchiser may not be recognised in the country where the franchisee is located. The Educational Institute of American Hotel & Lodging Association has been operating in India through franchising with many educational institutes of India such as Lakshya Bhartee Institute of International Hotel Management(LBIIHM); College of Hospitality & Tourism Studies; Institute of Advanced Management; Academy of Culinary Education; to name a few. Modern Institute of Management (MIM) provides opportunities for its students to acquire degrees in BBA, B.S., MBA, MS and Ph.D from the American International University of Management and Technology, USA, through franchising operations. Mahan Institute of Technologies is a franchisee of Red Hat, United States. In all the instances, the franchiser is not recognised by the Indian regulatory authorities. This is a form of international outsourcing in which some of the activities, normally provided by the franchiser, are contracted out to local partner institution (franchisee).17 It provides a lower cost option to the students without incurring major investments required for a full campus. Regulatory authorities in India do not consider it with favour. All India Council for Technical Education (AICTE), in its regulation, forbids the franchising in technical education. In our survey, we observed that 10% of the delivery of programmes had been taking place through franchisee. 2. Study Centre- A higher education institution of one country (home) decides on the course design, curriculum, examination and other procedures of the educational programmes delivered in an educational institute of another country (host), which is not owned by the institutions of the home country.
40
17 Grant Mc Burnie and Christopher Ziguras, Transnational Education: Issues and Trends in Offshore Higher Education (London and New York: Routledge, 2007), p. 32
The Bhartiya Vidya Bhawan is a recognised study center of the Marshall University. MBA courses offered in Bhartiya Vidya Bhawan are validated and designed by the Marshall University and the faculty of that University have been involved in the course delivery and in the process of selection of students. The Academy of Business Management is a study center of KIUST, USA, which offers MBA and Ph.D programmes of the KIUST. The foreign institute does not take part in course delivery, however course validation and the designing of curriculum is the responsibility of the foreign partner. The Indian institute could be a study centre of more than one foreign institution; that is the Canadian Institute for International Studies is a study centre of Georgian College of Canada, Thompson Rivers University of Canada, and AYR College of Scotland. The three different foreign institutes have been offering various courses in engineering and technology, business administration, music, fashion designing and art and design in the Canadian Institute for International Studies. 3. Twinning: Under twinning, students complete the first component of the qualification in the host country and after its successful completion, they complete their studies at the home institution. Two or more institutions may agree to define jointly a study program, so that students pursuing their studies in one institution have their credits recognised by others. These may or may not lead to joint or dual degrees. Under twinning, a student is enrolled throughout with the foreign provider even though he studies at the local institute. When a student is enrolled initially with the local partner and subsequently enrolls with the foreign provider, this is referred to as articulation arrangement.
Prin.L.N. Welingkar, Institute of Management Development & Research, Mumbai has twining programmes in Bioinformatics with Nottingham Trent University, UK. The M.Sc. Bioinformatics is a one year program of 180 credit point of which 90 credit points courses are offered at Welingkar during the first six months and the rest 90 credit points are conducted at Nottingham Trent University in the last six months. The final award is jointly given by both the institutions.
41
Sri Chanakya Institute of Hotel Management & C.T., affiliated to Andhra University, has a twinning arrangement with the University of Delaware, USA. There is no provision for joint degrees, the degrees are certified only by the University of Delaware. The degree for the course of Bachelor of Science in Hotel, Restaurant and Institutional Management (BSHRIM) will be awarded to those candidates who complete sixty credits at Andhra University followed by seventy credits at University of Delaware, USA. The course structure for the 60 credits under Andhra University is designed for four consecutive semesters - 1 to 4, to be offered in two years. The degree shall be awarded by the University of Delaware after the completion of the remaining seventy credits in that campus. Students will have to pay Rs. 1.2 lakh per annum for the first two years of study of sixty credits under the affiliation to Andhra University and a Tuition fee of 379 US
dollars per credit for the remaining seventy credits of study at the University of Delaware, USA.
Twinning arrangements are a quite sought after provisions in collaboration. This could be, because they give institutions a hassle-free way of giving students a foreign degree by simply transferring the student to the foreign institutions. Christ College exemplified its objectives behind twinning arrangement as-
• To provide quality education at reasonable costs • To provide educational experience through international exposure • To qualify students for world competition in the Global Employment Market • To increase students’ capacity to lead productive and responsible lives with an
open minded, tolerant, humanist approach towards each other on campuses and in the world community18
Institutes and the collaborating foreign partners adopt their own mechanisms of the arrangements and therefore it could be either 1+2, 2+1, 2+2 or 3+1. The twinning arrangements may also vary within the institution for different courses stretching in different time-periods of completion. In some cases, a major portion of course may be completed in India and a small part may be completed in the foreign country or vice-versa. National Institute of Fashion Technology (NIFT) has twinning arrangements with many foreign institutes- University of Leeds, De Mont Fort University, Fashion Institute of Technology (FIT), Nottingham Trent University and University of Johannesburg, to name a few.
18 Prospectus of Christ College, Bangalore, 2007; p. 4
42
Mechanism of Arrangement in Twinning Institute for Integrated Learning in Management (IILM) has twinning arrangements with University of Bradford, Leeds University Business School, Royal Halloway University of London, Michigan Technology University and Dublin Institute of Technology. Example- In collaboration with University of Bradford 1. B.Sc(Hons) in Business and Management studies, (1+2)yrs 2. B.Sc (Hons) in Accounting Finance, (1+2)yrs 3. B.Sc (Hons) in Marketing, (1+2)yrs
In collaboration with Royal Holloway - University of London , 8. BA Management with Marketing (1+2)yrs 9. BA Management with Human Resources Management (1+2)yrs 10. BA Managemant with Accounting (1+2)yrs 11. BA Management with International Business (1+2)yrs 12. BA Management with Information Systems (1+2)yrs
In collaboration with Leeds University Business School 4. BA Management (1+2)yrs 5. BA Accounting and Management (1+2)yrs 6. BA Accounting and Finance (1+2)yrs 7. BA Human Resource Management (1+2)yrs In collaboration with Michigan Technological University 11. BS Computer Engineering (2+2) 12. BS Chemical Engineering (2+2)
5. Link Programmes- In this arrangement, the higher educational institution of one country (home) enters into an agreement with another institution in another country (host), which enables students to earn a foreign degree that is linked with the degree already earned in the host country. Credit transfer and twinning methods are applied in this arrangement. However, in link programmes, students admitted in the host country in one programme may be admitted in the home country for another programme through the completion of the previous programme, heading for higher qualification. For eg-diploma in host leading to degree in home through some added education or training.
Under the collaborative agreement with the University of Leeds, the Birla Institute of Technology (BIT), Ranchi offers BE linked with ME in various engineering disciplines to be earned in the University of Leeds. The students can do the 3rd and the 4th years of the BE programme at the University of Leeds. They will study 2 years at BIT and if they go to the University of Leeds after the 4th semester for another 2 years, they will get an ME from the University of Leeds in the following disciplines: Electronic Engineering; Electronic and Electrical Engineering; Electronic and Communications Engineering; Automotive Engineering; Mechanical Engineering; Mechatronics. The major advantage is that in 4 years, the student can get a BE from Birla Institute of Technology and an ME from the University of Leeds.
Golden Regency Institute of Hospitality Management offers an Advanced Diploma in Hospitality Management, which is linked with the Bachelor’s degree program of Hospitality Management offered by Regency Institute of Tafe through twinning arrangements. After the Advanced Diploma, students need to complete another one year of studies to obtain the Bachelor's degree. According to the institute, this scheme allows students to get easy access to Australian institutions for Higher Education and subsequently, job placement in Australia.19 Link programmes, therefore, help students not only in getting dual degrees but also by giving them an exposure to two different learning environments. Through link programmes, the home country institutes generally assure upgrading of degrees earned in the host country.
6. Distance Learning Arrangements –Here, the learner is provided with course materials via post or web-based solutions, by the institution of one country which is self-administered by learners at home or administered through the institution in another country. There is a growing number of such transnational educational institutes. There are a few institutes in India which have been running programmes in collaboration with London School of Economics and Political Science (LSE) under University of London External Programme. Russell Square International and City School of Social and Managerial Sciences (CSSMS) have been offering programmes in various disciplines
43
19 www.goldenregency.net/ accessed on February 2008
under this arrangement. The External programmes manage the majority of the University of London's distance learning courses. Staffordshire University, in partnership with Jadavpur University, offers M.A. in sustainable development in India. This unique part-time master’s degree is delivered by an online distance (distributed) learning mode, and can be accessed by computers with Internet access at home or elsewhere. Staff from Staffordshire and Jadavpur interacts with their students to support learning and monitor progress of the latter through workshops arranged at Jadavpur University.
Unlike face-to-face mode of course delivery, distance learning arrangements is mostly dependent on the learner’s interest because there are no regular classes or strict maintenance of attendance. The students do not get to interact so often with the instructor through classes, so it does not assure that the instructor is likely to take much interest in the progress of the learner.
7. Validation- It prescribes to a process by which the awarding institution judges if a programme developed and delivered by another institution or organisation is of an appropriate quality and standard to lead to its award. In the particular case of accreditation the process of validation may be delegated to the partner organisation although, the awarding Institution retains the ultimate responsibility for the quality and standards of the awards. A validated programme normally, but not invariably, is in a subject which the awarding Institution offers. The awarding institution determines the extent to which it exercises direct control over the quality assurance aspects of the programme's management.20
Textile Institute, UK, validates the one year diploma programme in footwear design and production of Central Footwear Training Institute. Around 4 institutes like Nottingham Trent University, UK, LDT Nagold, Germany, International College of Professional Photography (ICPP), Australia and London College of Fashion, UK, validate programmes delivered by Pearl Academy of Fashion. There are as many as eight programmes in fashion, textile, jewellery, photography etc that are validated by theses four institutes. s
After analysing the various forms of delivery of transnational education, it can be maintained that there is widespread mobility between foreign and Indian institution. The OECD (2004) has begun using the terms “student mobility”, “program mobility and “institutional mobility” to describe the range of ways in which education can cross borders.21 Institutional mobility is used for international branch campuses, though not evident in India.
20 http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/, accessed on July 15th, 2008
44
21 op.cit., no.7; p. 22
In modes like twinning, franchising, study centers, distance learning arrangements and link programmes with host institute, programmes of the foreign institutes move partly or fully. Student mobility is carried about generally in link program and twinning arrangement. Franchisee institute may also have provisions for student transfers, if the students are willing. The delivery of transnational education is depicted diagrammatically in the figure below.
Figure 3.2.1: DELIVERY OF TRANSNATIONAL EDUCATION
PROGRAM MOBILITY
Full Full Partial Mode Mode Mode STUDENT MOBILITY 3.3. Mechanisms of Collaboration Foreign degree providers have been operating in India through alliances with Indian institutions. It has been observed that the means of alliance adopted by the partner institutions are of various natures. It is very rarely seen that within the Indian institution, the mechanism may vary in regard to collaboration with different foreign partner institutions, eg. Institute of Advanced Management has twinning arrangement with Aberdeen Business School and the Robert Gordon University while the Educational Institute of American Hotel and Lodging Association validates its courses. The following arrangements are found in collaboration, which is further explained with examples drawn from various institutes across India. It is based on study of websites of the institutions and their brochures and pamphlets collected from the respective institution campuses. 3.3.1. Credit Transfer between Indian and Foreign Institutes Credit transfers enable students to complete a part of the course in India and another part in a foreign institute. Credits assigned for the courses completed in India are recognised and automatically transferred to the foreign University and the students are to complete only the remaining credits in the foreign University to get a foreign degree. The course
45
FOREIGN INSTITUTE
TWINNING ARRANGEMENT
LINK PROGRAMMES
WITH INDIAN
INSTITUTE
DISTANCE LEARNING
ARRANGEMENT
STUDY CENTRE
FRANCHISING MODE
structures and standards are generally set by the foreign partner and sometimes foreign institutions take part in monitoring and evaluating the faculty. The provision for credit transfer may be made mutually convenient as a two-way process, whereby foreign students having completed certain credits in a foreign university are transferred to an Indian institute for completing certain credits and in order to acquire an Indian/foreign degree. The institutions may also tie up with several foreign universities to create the provision of credit transfer. Collaborations at Ansal Institute of Technology (AIT), is an example of mutual credit transfer. Ansal Institute has credits transfer system with provisions for scholarships with accredited American universities like Clemson University (CU), North Dakota State University (NDSU), San Jose State University (SJSU), North Carolina State University (NCSU), Eastern Michigan University (EMU). It also has collaborations for credit transfer with Canadian, Australian and European Universities such as McMaster University; University of Windsor; University of New Brunswick; St. Mary’s University of Canada; University of Western Australia and Deakin University in Australia; University of Science and Technology, Lille in France and University of Plymouth in the UK. Transfer from US/UK/Australian Universities to Ansal Institute is also possible though subject to approval from the concerned University. One such student from the University of Massachusetts, Boston, USA got his credits transferred to Ansal Institute. After completing Ansal Institute's prescribed coursework, the student was transferred to CCU from where he completed a BSc degree in Computer Science. AIT students can also get sizable scholarships (up to US$ 12,000 per annum) awarded by the US universities. As per AIT MOU, students are generally exempted from SAT and TOEFL requirements in the US, but are advised to take the examination for smoothly clearing the visa formalities. Different courses taught at AIT have some equivalence with foreign institution courses, and foreign universities like Clemson University also provide their course curriculum. AIT runs a course on BS (Computer Engg.) in collaboration with Clemson University with the same book and have the same course numbers as the Clemson courses. Upon transferring to Clemson, these students are no longer AIT students; as they now are Clemson students and they graduate with a degree from Clemson University.
46
AIT also has the collaborative provision that helps students get dual degrees. AIT has a tie up with San Jose State University (SJSU). They provide opportunities to earn BS & MS in Software Engineering degrees from SJSU, a one-year paid internship in the Silicon Valley as well as a chance of permanent residency in Australia.
Credit transfer facilities from previous study reduce the number of courses the student may need to study with the foreign institution to gain a foreign degree. Generally, when Indian students go abroad for studies, the most common problem that they face is the credits gained in Indian programmes are not equivalent to the foreign degree ones. Hence they are forced to take extra courses to gain credits. A foreign institute facilitating credit transfers in its institution mostly ensures that courses offered in the India are equivalent to its own courses. But an important aspect that needs to be reflected is whether the quality of courses are exactly maintained through such long distance arrangements? Foreign institutions must make physical appearance in the form of faculty visits, maintaining regular interaction with the students and review their performance from time to time.
3.3.2. Academic Co-operation between Indian and Foreign Partner University Academic co-operation takes various forms. While foreign partners design course curriculum and syllabi, implementation is left in the hands of Indian partners. During implementation, an essential aspect of faculty training is undertaken by foreign partners. It is very important that the faculty is fully trained to carry out the objective of the collaborative course. International training of faculty helps in knowledge building of the institutions. Flying tutors may be also arranged for delivery of the programmes by the institutions. In some instances, the foreign partner validates courses delivered by Indian institutions. The Administrative Staff College of India (ASI), for example, a government managed institution, has collaborated with John Hopkins University (JHU), USA for the delivery of MBA and PGDM in Hospital Management. It has arrangements with JHU for faculty training and curriculum development. A path-breaking partnership is seen between the ITM, Gurgaon and University of Warwick, UK. The University of Warwick delivers the first year of Warwick's BEng and MEng degrees in Electronic Engineering and Electronic & Communication Engineering at ITM, India. The University of Warwick is responsible for all academic aspects of this collaboration, including selection of faculty,
47
Equivalence of Programmes For Facilitating Credit Transfer
Students of Rajitlal Institute after passing their 3 years of Engineering course can pursue their final year at University of Wolverhampton (UOW) as full time student in Wolverhampton campus leading to award of B.Engg. (Bachelor of Engineering) Degree from University of Wolverhampton. The initial 3 years at Rajitlal Institute can get them Advanced Diploma Credits. Credits get transferred to the University of Wolverhampton (as per the MoU). University of Wolverhampton courses offered in India are clones of the university courses, using identical syllabi, titles, numbers, texts, teaching formats, and evaluation standards as their model on-campus. University of Wolverhampton sets standards for hiring faculty who teach in the 3+1programmes and monitors their effectiveness during regular visits and reviews of sample student work.
Source: www.rajitlal.com
approval of syllabi, assessment, examination arrangements, moderation and determination of University examination results. ITM assists Warwick in recruitment and selection of students, in accordance with the criteria set out by the university.
The courses of Pearl Academy of Fashion are validated by several foreign institutions like Nottingham Trent University (NTU), LDT Nagold, International College of Professional Photography, London College of Fashion. Textile Institute, UK validates courses of the Central Footwear Training Institute. For some institutions, academic cooperation is much more than just quality assurance of degrees. The University of Cambridge International Examination (CIE) validates courses offered in Maya Academy of Advanced Cinematics on Advanced Diploma and Professional Diploma in 3D Animation and Visual Effects. This process involves continual monitoring by which CIE can ensure that quality standards are maintained, and that students are provided with the most appropriate forms of assessment. CIE will also quality assure Maya Academy of Advanced Cinematics academic systems, ensuring that the administration meets the expected standards of international best practice. Students who meet the programmes’ assessment criteria and pass their awards receive a CIE certificate, printed in Cambridge, bearing the logos of both Maya Academy of Advanced Cinematics and University of Cambridge International Examination (CIE). Omayal Achi College of Nursing and The Queen Margaret University College, Edinburgh has been jointly running 1 Year B.Sc.(Post Basic) in Nursing Studies in India. The curriculum and syllabi for the course is monitored jointly. The Queen Margaret University College is responsible for the development and implementation of all academic quality assurance systems covering evaluation, review and validation. On successful completion of the program, the students have the option to do a three-month bridge course in Lothian University Hospitals Trust in Scotland. The bridge course would enable the candidate to register with the National Nursing and Midwifery Council, United Kingdom. Since this year, it has been withheld, as UK has stopped registration of Indian nurses. The Indian partner may be highly dependent on the foreign partner or the foreign environment to carry forward the co-operation. The Indian partner may not have a level-playing field. However, if the co-operation is made more mutual than just dependence then both partners can have equal deals in it. Like, if the foreign partners have their say in selection of faculty or approval of syllabi or assessment of students, then the criteria set forth could be mutually framed and agreed upon by both. Such initiatives could enhance the level-playing field of both the partners.
48
3.3.3. Corporate Houses Developing Strategic Partnership with Universities in India and Abroad It is seen that since the wave of privatization has taken an upsurge in higher education, corporate houses have been entering the field of education, as it is a very fast growing profit making venture. To ensure certification of courses and student enrollment, the corporate houses have to develop strategic partnerships with universities or award providing institutions. The Modi Apollo International Institute (MAII) was an initiative brought to India through a joint venture between the K.K. Modi Group and the Apollo International Inc., USA. The degree programmes imparted in the institute are the accredited degree programmes of Western International University, USA. Institute of Hotel Managemen (IHM-A) was created with the combine efforts of the Taj Hotels Resorts and Palaces and Maulana Azad Educational Trust. The Indian institute is the result of a tripartite agreement between Indian Hotels Company Limited, Maulana Azad Educational Trust and University of Huddersfield, UK, with academic validation of programmes designed and delivered in India.
Golden Regency Institute of Hospitality Management (GRIHM), formed through a strategic collaboration with Regency Institute of Tafe, Government of South Australia and the Gujral group of hotels, is accredited to "Regency Institute of TAFE", under Govt of South Australia, Adelaide. Regency is the largest institute in Australia providing training and education in a wide range of disciplines, and TAFE is the key government provider of vocational education and training in Australia. GRIHM is also affiliated to West Bengal University of Technology, a state university under UGC, Govt. of India for conducting 3 year BHSM programmes. Affiliation is also provided by Annamalai University, recognized under UGC, Govt. of India for conducting full time or part time 3 year B.Sc., Hotel Management and Tourism programmes. Corporate groups may be backing the partnerships in the form of investment but the execution of partnership is to be carried out by the educational institute, which is a part of the strategic alliance. It also becomes easier to develop an in-house breed of employees in this kind of an arrangement. Corporate groups may be getting dual benefits- earning through alliances and getting their future employees.
49
3.3.4. Multiple Collaboration for Delivery of Single Program
There are certain institutes in India, which have developed multiple collaborations for delivery of a single program. Multiple collaborations are formed through an MoU. Under the contract, students may take part in studies abroad. Faculties from collaborating universities deliver different sections/parts of the programmes. The credit is earned in respective universities and added to acquire requisite credit for a program. It gives students experiences of many nations. The Indian School of Business (ISB), founded on December 20, 1999, by a group of Fortune 500 entrepreneurs in collaboration with Andhra Pradesh government, has partnership with London Business School, Wharton Business School and Kellogg School of Management. The accelerated one-year post-graduate one year PG diploma program in Management is ISB's specialty. There is an MoU for student exchange programme in which the Indian School of Business gives the degree and the foreign partner gives credit for attending the course there. The Indian Institute of Management (IIM), Bangalore, one of India’s top business schools, has partnerships with the world- class business schools like Lancaster University Management School, UK, Desautels Faculty of Management, McGill University, INSEAD, Singapore and KDI School of Public Policy and Management, Korea. All the partner educators have tied-up for delivering each of the five modules of an executive master’s programme. The participants of this program travel to the different countries to undertake the modules of the program. The program is as Asian as it is European or North American, offering participants authentically cross-cultural experiences. Participants who satisfactorily complete all the activities and assignments, including full attendance at the five modules, receive a Diploma of Completion in International Program in Practicing Management from INSEAD and also a joint Certificate of
50
Tri-Nation Master’s Degree The L.N.Welingkar Institute of Management Development and Research has introduced a tri-national masters in business administration, affiliated with the Fox School of Business, Philadelphia, USA and University of Hamamatsu, Japan to enable business executives to pursue a masters degree in business administration in India, United States and Japan in one year. There is also provision for faculty exchange. The programme is divided into three semesters, a four month fall semester in India, six-month spring semester in Philadelphia and 30-day summer semester in Tokyo. To apply, graduates have to have a GMAT score of over 600 and a minimum of two years of work experience. The director of the international MBA programme, William McDonald told The Asian Age, “Students can have a tri-nation learning experience in the world’s three most important economic regions, Mumbai, Philadelphia and Tokyo. The curriculum includes a live strategic level consulting project for a multinational enterprise.” Asian Age, Mumbai; 17th Nov, 2003
Attendance in International Master’s Program in Practicing Management from the participating learning institutions. Thus, multiple collaborations are ways of developing synergic efforts in the improvement of quality of delivery as it is delivered through multiple partners. Courses delivered through this kind of partnerships are multinational so they help students earn rich experiences while interacting with faculty of many countries and coping with various learning environments. 3.3.5. Qualifications Earned Jointly or Dual Qualifications In joint degree provisions, degrees provided to the students after completion of the courses are certified jointly by the collaborating partners. Bharatiya Vidya Bhavan, recognised by the Government of India, is a leading educational provider in India. Marshall University is one of the oldest educational institutions in the state of West Virginia, USA. Marshall University, is one of the Top 100 B-Schools in USA. In collaboration with Bharatiya Vidya Bhavan, Bangalore, Marshall University offers a two year full time MBA rogramme and the degree is jointly certified by both the institutions. This kind of a collaboration also takes places where one of the partners does not have a degree granting authority. Hence, through joint certification, the degree so provided becomes authenticated. It may also take place between institutions, which specialise in different fields and through joint degree can introduce a new course that has the interest of both the specialised fields. Foreign and Indian institutes also collaborate to provide dual degrees or certifications. Under dual degrees, the degrees are separately provided by the collaborating institutions. Amrita School of Management, Amrita Vishwa Vidyapeetham, a Deemed University, and The State University of New York (SUNY) collaborated to provide dual degrees to students. Students who join M.Sc. in Management Information Systems (MIS) at Amrita School of management also earn M.S. in Management of IT & IT-Enabled Services (MITES) offered by SUNY at Buffalo, New York. The two degrees have been jointly designed by AMRITA University & SUNY at Buffalo and are offered as a single stream of courses over a period of 18 months.
51
Features of a Dual Degree Program International Maritime Institute collaborated with University of Plymouth to provide dual degree in its B.Sc. Hons courses (Nautical Studies and Marine Engineering.) The qualification provided by University of Plymonth is endorsed by Edexcel, Uk. This collaboration has the following features: 1. Provides a path for a foreign certification. 2. Provides a degree from the University of Plymouth. 3. Provides a Diploma viz Higher National Diploma in both Marine Engineering & Nautical Studies 4. Gives an opportunity to remain at UK for a period of 1 year. Can try for a shore job in UK. 5. The Graduation provides an opportunity for further study at UK (Post-graduation) Source: www.imi.edu.in
The practices of collaboration lead to both, institutional and student gains. Those arrangements, where the foreign institutions actively co-operate in the training of faculty, curriculum development or partially impart courses through flying tutors, they enhance the potential for improvement in the quality of the Indian institutes. This may enlarge the capacity of the institutions to deliver quality education. Students gain through such arrangements because, as the capacities of teachers and the institutions improve, they have a positive impact on the capacity of the students as well. Whereas, in those arrangement of collaborations, where the students are simply transferred from Indian to foreign institutions, students’ benefit are maximised because they get international exposure. Here, the foreign institutes may not be directly responsible for the improvement of the quality of Indian institution, but a suitable environment may be induced for improvement. In order to make their students ready for international exposure, Indian institutes may upgrade their facilities and improve quality of deliverance of collaborative programmes. 3.4. Main Features of Delivery of Transnational Programmes in India Collaborations weave a matrix of global interactions. These interactions have huge impact on the teaching-learning mechanisms. Globalisation has produced compulsions for educational institutions to prepare individuals who can work in a competitive environment. A competitive environment requires an individual to work in a team, communicate effectively and continuously innovate. In the learning process, therefore, such changes, as adaption to teamwork and emphasis on communication skills are being focused upon more than evaluation of students based on Personalized System of Instructors (PSI). The latter emphasizes on individual accomplishment and success, whereas the former supports cooperative learning method. Developing problem solving skills, study habit, learning style, attitude, personality, and social behaviors are included as part of teaching-learning methods. Institutions are trying to bring out innovative ways to enhance skills of the students to cope with the competitive job market. These institutions are no longer relying on pure theory-based study rather they give opportunities to the students to get hands-on experience in their curricular activities. The approach is participatory, developing skills of articulation, and also giving larger field of exposure much more than the classroom teaching. Such approaches are largely adopted by educational institutions collaborating with foreign institutions in order to make their curriculum more attractive. Institutions develop diversified skills as this helps students gain acceptance in the global market. Case studies throw light on certain features of delivery of transnational programmes in India.
52
3.4.1. Learning Facilities Enabled through the Use of Technology: Training and Advanced Studies in Management and Communications Ltd., (TASMAC) TASMAC is a private educational institution, an IT and a management institute and has campuses at Pune, Bangalore, Kolkata and Mumbai. Since 2001 it has been running three educational programes, viz; MBA Full-Time, MBA Part-Time and BA(Hons) in Business Administration in affiliation with the University of Wales, UK. Under their collaborative partnership, the degree certificates are awarded by the University of Wales, UK; the courses are also validated22 by the University of Wales, UK; and the collaborative partnership has quality assurance of the British Accreditation Council for Independent Further and Higher Education (BAC). TASMAC is the first institution outside Europe and the only institution in India to be accredited and recognised by the British Accreditation Council for Independent Further and Higher Education (BAC). TASMAC is India’s first ISO 9001: 2000 Certified Management Institute.23 TASMAC has opened its campus in London and is now delivering programmes in business management. Their teaching incorporates all the latest developments in business. The focus of the courses is to enable students to operate in global environments. Visiting tutors from UK are regularly invited. Students have access to high technology infrastructural facilities, including a well-stocked library and computer labs with free Internet access. Students have access to the University of Wales online library with a varied range of online databases, which are an updated source of knowledge. The campuses are connected to TASMAC’s Virtual Private Network allowing videoconferencing facility through very high bandwidth. Its three campuses at Pune, Bangalore and Kolkata are WiFi enabled, i.e., offer wire-free Internet access. TASMAC’s goal of WiFi access to the internet is to provide mobility to the students who, they presume, are going to be the future leaders of organisations. Wifi access allows the students to remain connected to the internet in classrooms, library, cafeteria and any other part of the campus. TASMAC’s motive is to stay in pace with technology and innovation, offering its students state-of-the-art learning facilities at its campuses.
22 'Validation' is the term used to describe the process by which the University, as the awarding institution, judges that a programme which is developed and delivered by the institution is of an appropriate quality and standard to lead to its award. This definition is provided by the Quality Assurance Agency for Higher Education in UK. (Source: Defined by TASMAC in the Field Survey, )
53
23 ibid
3.4.2. Emphasis on Practical and Participatory Approach: International Institute of Planning and Management (IIPM) IIPM is a private educational institute headquartered in New Delhi, with branches in Mumbai, Chennai, Ahmedabad, Bangalore, Pune and Hyderabad. The institute offers courses in National Economic Planning and Entrepreneurship at graduation and post-graduation levels in affiliation with International Management Institute, Belgium. IIPM is not recognised by the University Grants Commission or AICTE, and, according to the institute, it has not sought de jure recognition from any statutory body or accrediting authority.24
The Institution intends to apply many innovative methods in teaching-learning processes. The Institute uses a ‘case study method’ along with class lectures to encourage participation of the students and have a relevant experience in application of theory to practical situations.’ The average full-time student at graduation level has to attend a cumulative of more than 1250 contact hours, in addition to projects. The contact hours include various other sessions apart from classroom lectures, like computer training, study group session, case-study presentations, class communication, projects, guest speaker sessions, sports and special interest activities. The Institute facilitates study tours for its students to give them global exposure. All students of IIPM are sent on a compulsory trip to foreign countries to study the Global Opportunities and Threat Analysis programme (GOTA). 3.4.3. Learning made more Accessible and Flexible: Jadavpur University The parent institution of Jadavpur University was set up by the National Council of Education, Bengal, in 1906. After India's independence, the institution was converted to a university under the first Jadavpur University Act in 1955, and recognised by the University Grants Commission the same year. Jadavpur University has collaborations for Faculty Exchange and Research with Newcastle upon Tyne, UK, Leeds Metropolitan University, UK Brunei University, UK, Shastri Indo Canadian Foundation International
24 International Institute of Planning and Management (IIPM) International Prospectus, 2008-2010/11
54
Multi-Nation Practical Experience Under the GOTA program, the graduate level students are sent twice, once in their first year of studies for 5-6 days to Middle East and South East Asia and second time in their second year of studies for 12-14 days to Europe/USA/other developed nations of the world.The GOTA programme involves audiences of IIPM students with the management of international organisations to get a first hand exposure of how businesses are run. The cost is borne by the Institute except the visa charges which the student has to bear. The programme has been designed to give students exposure to international faculty, organizations and economies. Source: International Prospectus of International Institute of Planning and Management (IIPM) 2008-2010/11
Centre for Theoretical Physics, Trieste, Italy. In collaboration with Staffordshire University, it has launched an MA in Sustainable Development. The Degree is recognised for further study in the UK and elsewhere. The program, M.A. in Sustainable Development is accessible via Internet at home or elsewhere. This allows students to study while working full-time. Frequent online contacts with module leaders in Staffordshire University enable regular discussions with staff and fellow students around the world. The year of course completion is flexible; it can be studied part-time in three years or could be completed by the two-year mode, involving three months of full-time work on campus at Staffordshire University in the UK. The students’ registering in this program may also gets financial support. Tuition fees of Ten Commonwealth Scholarships, funded by the Commonwealth Scholarship Commission in the UK, pays all fees for outstanding candidates: seven on the 2-year mode (of total £8050 fees) and three on the 3-year mode (of total £4500 fees). A small number of Partnership Scholarships, funded by Staffordshire University, covering 75% of the tuition fees, is awarded to outstanding candidates on the three-year mode, who each pay £1125 in fees for the MA. Like the program in Jadavpur University, merit scholarships are included as a facility to assure that meritorious students are not deprived of access to the collaborative programmes. This kind of are arrangement is made even in private institutions. The high-charged fees in collaborative programmes would otherwise make it unaffordable for many students.
3.4.4. Promotion of industry-academia interaction for Skill Orientation: Christ College Christ College is a minority Christian institution in its status and is affiliated to Bangalore University. Christ College has rare distinction to be the first college in Karnataka to be accredited by National Assessment and Accreditation Council (NAAC) and UGC for quality education. It was reaccredited with A+ in 2005. UGC identified it as an Institution with potential for excellence. It is running several collaborative programmes in affiliation with many foreign institutes like Western Michigan University, USA; Swansea Univrsity ,U.K; Sheffield Hallam University, UK; Griffith University, Australia; and
55
Scholarship in FEP Program The Netaji Subhas Institute of Management Sciences has provision for merit scholarship to attract meritorious students in their institutes. Those having secured high percentage in qualifying exam are waived of with certain percatnge of Fees
MBA/MCA (uploading( percentage in graduation)h
BBA (uploading( percentage in 10+2)
Percentge of freeship
>= 75% >= 90% 100% >=70% >= 80% 50 % >= 65% >= 80% 25% >= 60% >= 75% 12%
Source: Leaflet of Netaji Subhas Institute of Management
Liverpool Hope University, UK. It is an autonomous aided institute and offers collaboration programmes in the field of Business Management, Commerce, Hospitality Management and Tourism at the levels of graduation and post-graduation. Christ College and the Confederation of Indian Industry (CII) signed a memorandum of understanding (MoU) in June 2001 with the vision to increase industry-academia interaction. In pursuance of this understanding, Christ College, has been involved in the Quality Summit organised by the CII since 2002. It has also been organising joint workshops at the college premises. Such interactions bring a common comprehensive platform between the students and the various educational, technical and career institutions and the industries. CEOs from different sectors interact with students over "Career Profiling," with aptitude tests for school and college students and stalls by corporate and educational institutions. Exposure to industries during the study time promotes career focus among students. Apart from face-to face interaction between industries and students, there are other measures adopted by institutions to expose their students to the industries and develop their approach towards their careers. These kind of industry- academia interactions are in-built within the collaborative programmes.
3.4.5 Exposure to Industry Training: Institute for Technology and Management (ITM) Business School
The Institute for Technology and Management was founded with an academic association with the Southern New Hampshire University (SNHU), USA. The curriculum, academic standards and pedagogy of SNHU formed the basis of ITM's Master’s Program. In the years since, the Institute has expanded its collaborations to include distinguished universities across Europe and Asia. ITM has academic partnerships with Southern New Hampshire University , USA; Queen Margaret University College , Scotland ; Groupe ESSCA , France; and Tongji University , China.
The ITM group of Business Schools grew from one business school in Mumbai to 7 campuses by the year 2004. The ITM Group of Business Schools is currently conducting 15 programmes in a broad range of fields including Financial Markets, Retail, Pharmaceuticals, Healthcare, Risk Management, Human Resources etc. The ITM Institute of Hotel Management & Catering Technology was launched in Navi Mumbai,
56
Online Interaction with Industry The Malout Institute of Management & Information Technology (MIMIT), has signed MOU’s with CISCO Inc.USA, which provides four semester programme by online testing, student-performance tracking, and quality Assurance Plan in the field of networking with the latest CISCO Routers and Switches. Our Institute also affiliates with the Sun Micro System USA. Sun Academic Initiative (SAI) progamme is designed to introduction students to Sun Technologies and equip them with skills in their chosen fields of study. Source: www.mimitmalout.org
in 2002. The year 2004 saw the launch of the Master’s in Financial Markets, Master’s Retail Management & Marketing and Master of Actuarial Sciences programmes at ITM Navi Mumbai. ITM has been chartered as a Private State University under the auspices of the State of Chhatisgarh. Its campus at Raipur has been established as a Research and Development Centre. Both Hospitality and Business Courses cannot be delivered only through class room interaction and theoretical study. ITM Bangalore makes Industry-interaction a mandatory requirement in its programmes. Professionals and executives from various industry sectors have conducted workshops and lectures at ITM Bangalore. It has provisions for campus placement of its student in various corporate houses as trainees. Apart from training students by exposing them to industries or corporate houses, there are also examples of educational institutes, which are equipped to provide in-house industrial training. These institutes generally belong to the category of industry managed institutions. 3.4.6. Developing Communication and Service Skills: Frankfinn Institute of Air Hostess Training (FIAT) Frankfinn Institutes of Air Hostess Training are divisions of Frankfinn Aviation Services Pvt. Ltd., which is a Private Limited Company registered under the Companies Act, 1956. It is the only institute/academy in India that offers BTEC [HNC] in Aviation, Hospitality & Travel Management awarded by Edexcel, UK. BTEC (HNC), awarded by Edexcel, UK, and recognised in over 110 countries including US, UK, Australia and Canada. Skill enhancement in communication is now catching up in many institutions. Institutions providing foreign degrees apply special emphasis on language development. A good command over English is taken as a primary requirement for those who want to build a career in the service industry. To enhance the communication skills of its students in the English language, Frankfinn conducts English classes free of cost using a highly effective English language program called English Edge in association with BBC Active - a brand in the domain of English language teaching worldwide. On successfully completing the full course, the students also get a separate co-branded certificate with BBC active. Apart from developing communication skills, it also gives good exposure to service industry to its students. Frankfinn has tied up with InterGlobe Technology Quotient Pvt. Ltd.
57
In-House Industrial Training VLCC Institute offers professional courses in beauty, health and management. It not only provides training to the students enrolled in VLCC Institute but also provides trainings and grooming to corporate and business houses. Customized corporate training modules are designed in keeping mind the needs of individual organizations. The students passing out of VLCC, are awarded certificate by City and Guilds, UK. Source: http://www.vlccinstitute.com/
(ITQPL) [provider of Galileo Computerised Reservation System (CRS)], which is a part of Inter-Globe Group, so as to give its students exposure to basic CRS course for Automatic Ticketing that includes issuance of Paper Tickets and Electronic Tickets. The institute also provides job assistance for 18 months after completion of the course, free of cost. 3.4.7. Developing Leadership and Managerial Skills: Indian Institute of Management, Bangalore The Indian Institute of Management established in 1973 in Bangalore is a premiere center for management education and research. Since the institute is located in India’s high technology capital, it is therefore a hub for innovative activities. The institute strives to achieve excellence through partnerships with industry and leading academic institutions, the world over. 25
The institute offers executive master’s program that is built around five modules, each focusing on one of the five managerial mindsets and presented in different parts of the world, Lancaster, Quebec, Singapore, Seoul and India. The mindset approach helps re-program the way participants think so they gain new insights into the challenges they face as managers. Participants travel to a different campus for each module and spend time immersed in the culture of the host country. While there, they go on field studies to local companies, observe different managerial practices and learn from the divergent insights and perceptions of fellow participants –especially those from the host country.26 It not only gives participants new experiences but is also programmed to enhance their leadership skills. It cannot be called a domestic program with foreign activities, but one that is truly balanced across different parts of the world and centered in none – so that each location feels both local and foreign. The course is specially designed for middle level managers.
Collaborations and tie-ups not only benefit the student community, but also the working professions. We found quite a few programmes designed in this category, for those who cannot devote full-time to studies. The courses have been made very flexible keeping in
25 http://www.iimb.ernet.in, accessed on 10.05.08 26 ibid
58
Developing Communication Skills in Foreign Language The Air Hostess Academy(AHA) which runs diploma courses in Aviation and Hospitality Management has a foreign language course in its curriculum. The students are awarded with qualifications from University of Cambridge International Examinations, UK. Source: www.airhostessacademy.com
mind the demanding lifestyles of working professionals. Such courses are provided by private as well as public sector institutes. In our research study, we found 2 State Universities and a Deemed University tied up with foreign universities engaging in a common course that is designed for working professional. The course M.A. in Sustainable Development is delivered by Madras University, Jadavpur University and Teri University through foreign collaboration. Likewise, the Naoroji Godrej Centre of Excellence runs a 2 year MSc in Engineering Business Management in collaboration with Warwick Manufacturing Group (WMG), School of Engineering, University of Warwick, UK. The programme is designed for professionals, technical staff at middle management level, engineers, technicians, manufacturing supervisors and managers. It is observed that learning mechanism adopted by most of the programmes leading to foreign degree is student-centered. As a matter of fact, much attention is laid to developing diversified skills of the students by providing learning facilities that are modern and practical. The institutions provide an atmosphere where the learner is able to develop his capacity to face job challenges. Most of the educational programmes are job-oriented and the institutions have an in-built facility of placement cell for its students. This enhances the attraction towards the courses. 3.5. Main Issues Emerging from Collaborations Collaborations between higher educational institutes are not structured within the limited boundaries of a particular country. The types of education that emerge from collaborations transcend cultural, legislative as well as national and continental boundaries. There are three main aspects; regulation, quality assurance and recognition, where much debate is still going on in India and will remain forthcoming until the issues are fully addressed.
59
• Regulation - This is a pressing issue that can be addressed only through a legal-legislative framework. There is no legal framework, which could complement the different foreign educational providers as well as stand by the national educational systems in India. The legal registration of all foreign education providers in India will add to many positive outcomes. It still remains as a very complex issue and cannot be adopted very easily. The fall-out of this situation may not allow many internationally acclaimed Universities or educational institutions of repute to expand their education in India and at the same time, it makes the situation easier for many non-recognised international educational institutes to operate.
• Quality Assurance- Success in increasing consistency or enhancing services centers around an effective Quality Management System. The programmes delivered through collaborative partnership between Indian and foreign educational institutions should have some form of gurantee of adequate quality standards. This aspect is important for the student because without quality assurance, the program shall remain non-conducive for them and might also result in barring them to the assurance of good job opportunities. Some education providers are, however, conscious of the consequences and seek forms to legitimate their courses, sometimes through their own national quality assuring agency or through alliances with well-established universities. International accreditation is another possibility for acquiring the label of quality.
• Recognition- The recognition of qualifications awarded through collaborative partnerships as well as recognition of the awarding bodies is an important aspect that cannot be sidelined. The matter of recognition is not so straightforward. If the foreign institutions are recognised in their home countries, that does not assure that the quality of courses, teaching staff, infrastructure and other requirements for imparting the collaborating courses by the Indian institutions are identical to the foreign institutions. Recognition in home country cannot be easily transferred to the Indian institutions. Foreign education providers as well as Indian education providers and the courses imparted through collaborations need to be recognised in their respective countries.
These aspects, if properly addressed, could help in building long-term relationships of collaborations. They are, in many cases, shelved in the background and institutions stress on other attractive mechanisms/packages for students to get attracted to the courses offered through collaborative ventures.
3.6. Conclusion
60
The above discussion on collaborative arrangements reflects that an atmosphere is created where opportunities are built. It is very well understood that collaborations are not just giving and taking of foreign degree; they attach themselves with a process of interaction of technology, minds, people and materials. It depends on each institution, both Indian and foreign, on how far the opportunities provided by such collaborations are utilized and to what extent they are actually practiced as they are put on paper. Partnerships do not rely on government approval and due to lack of regulations; the Indian partners are mostly from the private sector. The atmosphere of partnership is not supported by the government. Hence, collaborations are still limited to many such institutes which do not have high reputation. There are only a few recognized educational institutes that have moved into partnership with foreign institutes. Yet, we can say that collaborations have brought in ample choices for students.
Those students who wish to pursue foreign degrees may be able to do so without directly getting into a foreign University. They may be able to get a foreign degree by simply registering in one of the Indian institutes. Getting direct admission in a foreign university may require a lot of formalities. Instead, Indian institutes are bringing ready-made services of foreign institutes home; also the cost of getting a foreign degree is much subsidised if earned through Indian institutes. These collaborative programmes are made attractive through the facilities provided within the programme. The institutes imparting collaborative programmes ensure that they are taught through modern methods and innovative ways. Group-presentations, internet accessibility, extra classes for English language, such inputs in learning give students an extra edge to face the world. Curriculum is structured to accommodate global learning tools so that the students experience the richness of contents of study and easily adjust to foreign environments. Job placements and training facilities make the courses very attractive because they enhances the market value of the courses and students are absorbed in industries right after the completion of the courses.
61
Credit transfers and twinning arrangements help students complete a part of the program in a foreign country; hence, students get an opportunity to learn in a foreign environment as well as get the experience of Indian learning, much though it is subject to visa procurement and other regulations.
Chapter IV
In-Depth Analysis of Collaborating Indian Institutions Institutional Survey
4.1. Introduction The previous chapter reviewed the various mechanisms of collaboration based on secondary information. In this chapter, attention is focused on the information obtained from the sample results and observations by visiting institutions. It would be interesting to know for how long the practice of collaboration has been going on among the institutes and what its nature is.s How many institutes have assured their quality from the Indian regulatory agencies for delivery of programmes? The Questionnaire format used in the survey was open-ended. The field-study in a way complements the secondary data-search of institutional survey in order to develop an in-depth understanding of the collaborative practices. 4.2. Sample of Institutions The sample consists of 22 Indian institutions collaborating with foreign partners. They form 16% of the identified Indian institutions in collaboration. These sample institutions are from different states across India - Delhi (5), Karnataka (5), Maharashtra (5), Tamil Nadu (3), Haryana (1), West Bengal (1) and Uttar Pradesh (1).
The collaborating institutes are mostly private ones. There are a few state universities that have collaborations with foreign universities for the delivery of degree programmes. The samples that could be drawn from different category of institutions are Non-affiliated Private Institutions (7), Private Colleges affiliated to Indian Universities (8), State/ Central Govt. managed Institution (1), Autonomous Aided Institution (1), Deemed University (1) and Others (4). 4.3. Institutions Engaged in Delivery of Transnational Programmes Foreign institutes are providing educational services through affiliations with Indian institutes. There are different categories of Indian institutes that are collaborating with foreign institutes. It is interesting to know the percentage distribution of programmes by each type of Indian institutes. There is a total of 71 programmes in the sample, and the distribution by institution type is as shown in Table 4.3.1.
62
Table: 4.3.1 Type of Indian Institute Delivering Transnational Programmes
Institution Type Programmes
N % Non-affiliated Private Institution 34 48 State/ Central Govt. Managed Institutions 7 10 Autonomous Aided Institution 5 7 Deemed University 2 3 Private College/institutes affiliated to Indian University 12 17 Any Other 12 17
Total 71 100 Out of a table of 71 programmes, 34 (48%) are being delivered through non-affiliated private institutes, run by trusts, registered societies or those established under company’s act. In India, any educational institution established under the Trust or the Societies Act cannot earn profits as per law of the land. Asia Pacific Institute of Information Technology, registered under society’s act, partners with Staffordshire University, UK for the delivery of B.Sc engineering degrees in computing, software and multimedia. TASMAC, established under company’s act, is offering management degree programmes in partnership with University of Wales, UK. R.M. Institute, established through this trust, deliverss Hotel Management programmes in affiliation with Thames Valley University, UK. These private institutions offer both degrees and diplomas by tying up with foreign universities and foreign colleges.
63
12 (17%) of these programmes are being delivered through private colleges/institutes affiliated to Indian universities, such as Open University or State University for delivery of programmes, providing students degrees of the respective Indian universities. Omayal Achi College of Nursing is affiliated to The Tamil Nadu Dr. MGR Medical University (State Medical University) and offers under-graduate degree in Nursing in affiliation to Queen Margaret University, UK. Prin. L.N. Welingkar Institute of Management Development & Research is affiliated to Mumbai University (a State University) and is offering M.Sc degrees (Finance and Bioinformatics) in partnership with Lancaster University Management School, UK under a twinning arrangement. Both Presidency College of Hotel Management and Empee Institute of Hotel Management & Catering Technology are affiliated with Open University and are offering under-graduate diploma programmes in hospitality management through a private foreign institute (American Hotel and Lodging Association (AHLA), USA). The former is affiliated with Indira Gandhi National Open University (Opsen University) and the latter with Tamil Nadu Open University. Netaji Subhash Institute of Management Sciences (NIMS) is affiliated to a State University, Guru Jambeshwar University of Science & Technology and with a
State Technical University, Punjab Technical University. For its MBA programme, it has tied up with Purdue University, USA. 7 (10%) programmes are delivered through State/Central government managed institutions, 5(7%) programmes through autonomous aided institutes and 2 (3%) programmes through Deemed University. Footwear Design and Development Institute, which is a state-government managed institute, has been offering post-graduate and under-graduate diploma programmes in fashion, retail management and footwear technology courses through joint provision with Melbourne College of Textile. Autonomous aided institutes like Christ College has affiliation with Bangalore University and are offering BBA programmes through four different foreign Universities (Western Michigan University, USA, Swansea University, UK, Griffith University, UK and Liverpool Hope University). Dr. D.Y.Patil Institute for Biotechnology and Bioinformatics is an institute under D Y Patil University. It is a deemed university offering B.Sc programmes through the University of Central Lancashire, UK. 12 (17%) programmes are offered by ‘any other’ category of institutes. The Muchhala Polytechnic is a non-private institute affiliated to Maharashtra Board of Technical Education, and is offering Twin Diploma in Hospitality and Catering Operation in affiliation with American Hotel and Lodging Association (AHLA), USA. Frankfinn Institute of Air Hostess Training is a part of the private company engaged in providing certificate courses in aviation and travel. The Canadian Institute for International Studies is a private study centre of a foreign University (Thomson Rivers University, Canada) and two foreign colleges (Georgia College, Canada and AYR College, UK) offering degree and diploma programmes in engineering and technology. These institutes generally offer single foreign degree programmes. 61 programmes are offered in this mode and only 1 dual award provision was found under Presidency College of Hotel Management, Bangalore. Some have not mentioned their type of the award. Sample information confirms that most of the programmes are delivered through private institutions. At present, there are two categories of private players in India, which are collaborating with foreign institutions. The most prominent category is that of private institutions not affiliated to any Indian university. There are also private colleges, which may be recognised and affiliated to any Indian university. They collaborate with foreign partners in a particular program delivery, partly or fully.
64
Low participation of public institutions may be attributed to two factors - first, the delivery of transnational programmes may involve high investment. Public universities/government institutes in India are largely dependent on funds from the government. Higher education in these institutions is highly subsidized and they cannot
levy heavy fees on the students. These institutions may not be in a position to make high investments and charge high fees. Secondly, all the degree programmes offered by public institutes in India are recognized. Public institutes would only like to collaborate in many areas of academic cooperation such as student and faculty exchanges, in research of mutual interest and design of curricula etc. At present, due to lack of any regulations, such collaborations having a provision to award foreign degrees has not been attracting public institutions. However, there is a demand by students for foreign education. Students explore the option to earn a foreign degree by simply getting enrolled in such institutions that have collaborated with foreign institutes. Most of such institutions are private ones.
4.4 Students’ Enrolled At Different Levels of Transnational Study Programmes
There has been no study so far to estimate the number of Indian students enrolled in Indian institutions, delivering programmes in collaboration with foreign universities/institutes. There is also no estimate of the level of transnational study programmes in which students are enrolled. Through the sample information we can try to understand the sample results with respect to the number of students enrolled at different levels of education. An attempt is also made to estimate their scale of operations at all India level.
26(37%) institutes are offering PG degree courses and 22(31%) UG degree courses, with 2487 students enrolled in PG degree courses and 1414 students enrolled in UG degree courses. 495 students’ enrolled in UG Diploma courses 322 students enrolled in PG diploma courses and 25 in certificate courses. (See Table 4.4.1.)
Table 4.4.1. Enrolment of Students’ At Different Levels of Transnational Study Programmes
Programmes Students’ Level of Collaborative CoursesN % N %
UG Degree courses 22 31 1414 29 PG Degree courses 26 37 2487 52 UG Diploma courses 8 11 495 10 PG Diploma courses 8 11 322 7 Certificate courses 1 1 25 1 Others 6 8 71 1
Total 71 100 4814 100
65
It is interesting to note that foreign collaborations facilitate the study programmes more at the degree level. It may be noted that 52% of the students are enrolled for the PG programmes and 29% of the students are enrolled in UG degree programmes. Diploma programmes provide more of training for skill development and do not help students gain
high theoretical knowledge in their respective fields of study. A total of 17% students are in UG diploma and PG diploma courses. The above results are based on the samples that have been collected. Out of 143 institutions, there are only 22 in our sample. It is quite possible that in the web-based searches, 50% of the institutions have been left out. Thus, we scale up the sample number by a scale of 8 for the minimum in the range and 12 for the maximum in the range. On this basis, it may be projected that, at present, there are a minimum of 40,000 students and a maximum of 60,000 students enrolled in such a programme. Looking at the size of Indian higher education, the scale of operation in enrolment terms is roughly 0.5% of total enrolment in India. However, the potentials of increasing the scale is many times the present scale, provided, as we said earlier, the regulatory restriction is removed, and of course, the public institutions in a phased manner begin to participate.
4.5. Fees Charged in Collaborative Programmes It would also be of great interest to understand the level of fees charged in the institutions offering transnational programmes. It would also give some idea about the scale of financial operations in such programmes. From the sample results, it may be observed that most of the programmes cost between Rs 1-2 lakh(41%), and 34% of the programmes cost less than Rs.1 lakh. Only 4% are charging fees more than Rs 3 lakh (See Table 4.5.1).
Table 4.5.1 Fee Charged by Institutions
Programmes Fee Charges (per Annum) Number of
Programmes %
Institutions charging fees less than 1 lakh 24 34 Institutions charging fees between 1 lakh- below 2 lakh 29 41 Institutions charging fees between 2 lakhs to 3 lakhs 9 13 Institutions charging fees more than 3 lakhs 3 4 Fees not Mentioned 6 8
Total 71 100
75% of the programmes are less than Rs. 2 lakh. If 40000 students are studying in transnational programmes and an average of Rs 1.25 lakh is charged per student then scale of financial operation is about Rs. 5 billion and roughly is equivalent to 5% of the total public expenditure on higher education in India. Thus in terms of enrolment the scale of operation may seem miniscule, in terms of finance the scale of operation is not too small.
66
If we compare the fees structure of the collaborating institutes with the reputed institutions in India, we observe that there is parity in fee structure. In fact, many private professional colleges in medical, dental, engineering and IT are reported to charge much higher fees and if we include the capitation, though not legal, under management quota, then fees under collaborative programmes may seem to be a small fraction only. For example, professional institutes like IIM are currently charging Rs 4 lakh per annum and by the academic year 2008-09 will cost Rs 6-7 lakh per annum. However, the parity disappears as soon as the comparison is made with public or government aided institutions, which are highly subsidized. The public universities in India charge, on an average, just 10% of the total expenditure and have remained the same for decades. Students studying in any central/state university in India, on an average, does not pay more than a few hundred rupees per annum. The collaborating Indian institutes charge additional fees to students who get enrolled in their partner foreign institutes. Most of these institutes offer professional courses, therefore, the charge of fees in professional education are much higher than general education. Some of the institutes also make other additional investments like bringing home flying tutors or sending students abroad for training. 4.6. Mode of Course Delivery Sample results of 22 institutions shows 67 programmes are being offered in the face-to-face27 mode (See Table 4.6.1). Among the face–to-face programmes, 41 are offered as full-time study programmes, 9 part-time programmes, and 17 of both full-time and part-time mode. Most of the programmes offered in part-time mode are diploma courses, although a few degree courses are being also offered. M.S. Ramiah Institute offers study programmes in both full-time and part-time modes. Thus, we note that there is a lot of flexibility in the modes of course delivery. Flexibility adds various options to the students and their choice set is wide open amongst which they can choose a particular option. Other modes of delivery are online or distance programmes. Modern Institute of Management delivers BBA part-time program of American International University of Management Technology, USA, through distance mode, where study materials of the foreign institute are delivered to students registered in the Indian institute via post. The Academy of Business Management offers MBA programmes of KIUST, USA, online. Both the institutes are study centres of their respective foreign institutes.
67
27 The learner is in the presence of the instructor. Classroom teaching is the most common mode of face-to-face learning.
Table 4.6.1 Type of Programmes Delivered By Institutions
Type Face to Face Programmes
Full Time Programmes
Part Time Programmes
Full Time and Part
Time Programmes
Online/Distance Programmes
N 67 41 9 17 2 Information was also gathered from the institutions on some other characteristics of the program delivery by the institutions, such as on the availability of flying tutors and offshore campus training. Only 2 institutions deliver programmes by means of flying tutor and 3 institutes have the provision of offshore campus training. TASMAC, whose programmes are validated by University of Wales does not its students abroad, rather they bring home tutors from its partner institute, University of Wales. Omyal Achi College of Nursing, that has twinning arrangements with Queen Margaret University, also has the arrangement of flying tutors. Students get to interact with the foreign faculty. Besides, the foreign faculty also takes the responsibility of course monitoring and frequently interacts with the Indian faculty. (See Table 4.6.2).
Table 4.6.2 Mode of Course Delivery Followed by Institutions
Mode Flying Tutor Offshore Campus Training Yes 2 3 No 17 16 Not
Mentioned 3 3
In the mode of course delivery, FEPs are partially providing support to the collaborating institutions in India. The responsibility of the course delivery in most cases, however, rests with the Indian institutions 4.7. Participation of FEPs in Indian Partner Institutes When there is a joint provision of programmes, the academic cooperation is on the basis of divided responsibility. Participation of foreign partner institutes is mostly sought in the development of course structure, while the responsibility of delivering the courses and selecting students are generally left to the Indian partner institutes. The kind of arrangement may vary from institute to institute, depending upon the terms of agreement. However, sometimes the responsibility may be shared by both the partners. (See Table 4.7.1).
68
In matters of course designing and course validation, foreign institutions are taking the sole responsibility. On the other hand, in course delivery, scrutiny of applications and examination arrangement, it is the Indian partner, who takes maximum responsibility. In the case of curriculum design, 9 institutions responded that curriculum is the responsibility of the foreign partner whereas 2 institutions responded that they are themselves responsible for curriculum designing; 5 institutions responded that both the partner institutions are responsible for curriculum design. In the case of course validation, 12 institutions responded that course validation is the responsibility of the foreign partner whereas only 1 Indian institution is found to validate the program at its own level in India. 5 institutions responded that it is the joint responsibility. There are 12 institutions which solely deliver the programmes in India, whereas only 1 institution has arrangement for the course to be delivered solely by the foreign partner. There are also 5 institutions that facilitate in delivering programme both by Indian and foreign faculty. The applicants’ scrutiny is solely exercised by 10 Indian institutions, 1 foreign institution is responsible for scrutiny of the applicants and 5 Indian institutions are doing so in joint consultation with their foreign partner. Similarly, in the case of examination arrangement, there are 9 institutions which make examination arrangement on their own in India, whereas 3 institutions are doing examination arrangement through their foreign partners. 3 other institutions are also making joint arrangement of examination with their foreign partners.
Table 4.7.1. Nature of arrangement of Joint Provision
Type of
Provision Curriculum
Designed Course
Validation Course Delivery Scrutiny of
Applicants Examination Arrangement
Mode F I Both F I Both F I Both F I Both F I Both Number of Institutions
9 2 5 12 1 5 1 12 5 1 10 5 3 9 3
F= Foreign I=Indian Institutes not just bring home the foreign degree but they also depend on the goodwill of the foreign institutes for shouldering responsibility of development, monitoring and delivery of programmes. Even the selection of students is done by the foreign partner institutes, in case of a few institutions.
69
4.8. Nature of Collaboration for Delivery of Programmes Sample results are presented to know the nature of collaborations practiced by institutions. Out of 71 programmes, maximum programmes are delivered under the franchisee (22) arrangement while other programmes are delivered through twinning arrangement (14), study center (10) and branch campus (8) (See, table 4.8.1).
Table 4.8.1 Type of Collaboration in Program Delivery
Nature of collaborations Number of
programmes%
Franchisee 22 31 Twining Arrangement 14 20 Study Centre 18 25 Any Other 8 11 Not Available 9 13
Total 71 100 Twinning arrangements vary from institute to institute, depending upon the time required for programme completion and agreements set forth by the institutions. Dr. D.Y.Patil Institute for Biotechnology and Bioinformatics has 2+1 system, the major portion of the programmes is delivered in India and the rest of the programme is delivered in the foreign country. Prin. L.N. Welingkar Institute of Management Development & Research has 1 month + 11 month arrangement for its M.Sc programme, a small part is delivered in India and the major portion of the programme is taught abroad. Netaji Subhash Institute of Management Sciences has 1+1 arrangement for its MBA program, which means that equal amount of time, is taken by each of the partner institutes in India and abroad for program delivery.
70
Another aspect of the nature of collaboration is to understand whether it is a single collaboration or a multiple one. From the sample result, we note that institutes are exploring avenues for building up partnership with more than one institute. They have been tying up with different foreign institutes from different countries or with different foreign institutes from the same country. The programmes emerging from the partnership could be of the same type or of different types. Christ College has affiliation with Universities from both USA and UK for the delivery of BBA programme. The Footwear Design and Development Institute has affiliation with one university of Australia and another UK University for its 7 different programmes. Institutes with just a single collaboration may deliver more than 1 program. Out of 22 institutes, 12 are offering more than one collaborative programmes, 5 institutes have more than one affiliation whereas 17 others have just one affiliation. (See Table 4.8.2).
Table 4.8.2 Status of Institutional Collaboration
Status of Collaboration Number of
InstitutionsInstitutions offering only one collaborative program 10 Institutions offering more than one collaborative program 12 Institutions having one foreign collaboration 17 Institutions having more than one foreign collaboration 5 Number of collaboration with foreign universities for less than 5 yrs
31
Number of Collaborations with foreign universities for equal to or more than 5 yrs
24
Among the total number of collaborations, 31 collaborations are for less than 5 years. Among these, there are around 5 institutes whose collaborations are of recent origin. 24 collaborations are 5 or more than 5 years, and out of these two institutions have collaborations of more than 10 years old. No collaboration was found to have been existing before the 1990’s. Most of the collaborations have emerged in the years after 2000. The sustainability of partnerships depends on many factors. An important factor is the quality assurance. 4.9. Status of Quality Assurance
In the course of the study, it have been observed that there are some institutions, which are recognized/accredited by the Government or Government agencies. Out of 22 institutions, 11 are recognized by the government of India and 10 are unrecognized. These institutes are recognized through UGC, State University, State Government or other Government Bodies. In our sample, 15 institution out of 22 confirmed that they have some quality assurance or the other, not necessarily from NAAC or NBA. (See Table 4.9.1).
Table 4.9.1 Accreditation of Indian Institutions
Status of Accredition
Indian Institution Accredited by Government of India 11 Indian Institution not Accredited by Government of India 10 Not Available 1 Institutions having quality assurance of the programmes 15 Institutions not having quality assurance of the programmes 7
71
Out of a total of 22 institutions, 16 Indian institutions reported that they are aware of the quality assurance arrangements of FEPs in their home countries, while 10 institutions reported that they are not even aware of the quality assurance of their foreign partner in their home countries. Among the foreign partner Universities, as disclosed by the Indian institutes, Lancaster University Management School, UK has EQUIS accreditation, which is a transnational European accreditation agency. Marshall University, Thames Valley University and University of Wales have accreditation from ISO. Some foreign partner institutions may have accreditation in their home countries while some may not have it at all.
Table 4.9.2
Quality Assurance Provision for Foreign Partner Institutes
Quality Assurance of Foreign Institute In their Home Country
Available Not available
Total
Number of Indian
Institutes Aware
16 10 22
4.10. Provision for Students’
Market forces purely guide the institution’s policy of entry of students. Only 4 institutes admitted that they have the provision of reservation and 8 institutions admitted that scholarships are available for socially disadvantaged students (See Table 4.10.1).
Table 4.10.1
Provisions for Disadvantaged
Provisions for Disadvantaged Number of Institutions
Reservation Followed for Students’ Admission 4 Reservation not Followed for Students’ Admission 15 Availability of scholarships for students’ from disadvantaged social groups
8
Non-Availability of scholarships for students’ from disadvantaged social groups
13
Thus, very few Indian institutes are found to have a policy for the inclusion of socially and economically deprived students. However, the institutes provide certain incentives to the students like placement for students.
72
All the sample institutions were asked to give information on the top five placements and their salaries. (See Table 4.10.2.). Students got placement in Indian companies, MNC in India and in foreign companies abroad. It is observed that only 5 students placed in Indian company could fetch a job of more than 3 lakh, 7 students placed in MNC were offered job of more than 3 lakhs, and 8 students placed in foreign company abroad were offered job of more than 3 lakhs. Thus, the top five placements seem to give a rosy picture about placement; however, nothing much can be said about the placement of students in general.
Table 4.10.2
Placements of Students’
Students’ Placed in Indian Company
Students’ Placed in MNC Students’ Placed in Foreign Company
Offered More than
3 lakhs
Offered Between 2-3 lakhs
Offered Less
than 2 lakhs
Offered More than 3 lakhs
Offered Between
2-3 lakhs
Offered Less than 2 lakhs
Offered More than 3 lakhs
Offered less than 3 lakhs
5 4 9 7 2 0 8 0 Among the Indian Companies, Kool Homes have offered annual salary as high as11 lakh, Tata Motors have offered annual package of 5.7 lakh and United Health Group offered a 5.5 lakh annual package. Among the MNCs, Ariscent Softwares have offered 6.2 lakh annual pay, Samsung India has given package of 5.5 lakh, General Motors have annual salary of 4.8 lakh. Only one institute had the top five placements from foreign companies offering in the bracket of $ 12,000.
4.11. Conclusion
From the above discussions, it follows that the collaborative programmes are mostly offered as specialised programmes at the under-graduate and post-graduate degree levels. For certain institutions, the programmes are designed by the foreign partners. The delivery of those programmes are carried out by the Indian partners but institutions which have the provision for joint delivery of courses definitely have a good level of participation from the foreign partners. These institutions are trying to develop equivalence in the delivery of Indian programmes with the foreign courses by developing co-operation with foreign faculty.
73
The private institutions are overall dominating the scene of collaboration and there is very low participation of public institutes. If we make a comparison of collaborative programmes delivered by government aided/managed educational institutes and those delivered by private institutes, then the former has only 7 programmes in collaboration and the latter has 46 programmes. The ratio for collaboration of programmes is 1:7. Among the private institutes, there are institutions that are otherwise affiliated to public
universities of India but may also be affiliated to foreign institute for certain study programmes.
The dynamics of collaboration are interlacing institutes across countries as well as a variety of institutes. Both public and private institutes are developing partnerships where the private institutes benefit by getting their degrees recognised and the public institutes are able to provide their students opportunities for better interactions with industries. The collaborating institutes also provide a vibrant link between higher education and job markets. It is understood that not all Indian students can travel abroad for studies due to financial, personal or other reasons. The FEPs could be a viable option for those who cannot travel abroad for financial, personal or other reasons.
74
The importance of quality in transnational study programmes, however, should not be sacrificed to market temptations. There are quite a few institutions whose quality assurance aspect has been totally ignored and they neither have Indian government recognition nor any other accreditation bodies endorsing their programmes. The quality assurance aspect should be the foremost criteria of judgment both for foreign and Indian institutes, who are venturing into partnerships. These aspects have a potential impact on students.
Chapter V Perceptions on Institutions and Courses
Students’ Survey 5.1. Introduction Internationalisation of higher education has not only developed options for institutions but the change may have also affected the student community. As the institutions are exploring various modes of engaging with foreign institutions, students are getting a wider opening to earn a foreign degree. It would be interesting to learn that the educational and economic background and perceptions of those who earn the foreign degree, in regard to kind of courses that are preferred, understand their various choices and preferences, modes of course delivery encountered by them and also learn about their levels of satisfaction as well as dissatisfactions towards the institutions and delivery mechanisms of collaborative programmes. The Questionnaire format used in the survey had both, structured questions and open-ended ones. The results of the survey are as presented below. 5.2. Sample Size A sample of 155 students was drawn from 25 institutions located in cities of Delhi, Noida (U.P.), Gurgaon (Haryana), Mumbai (Maharastra), Bangalore (Karnataka), and Chennai (Tamil Nadu). Students were randomly selected from the different institutions. From the total sample, 31% were from Bangalore, 28% from Delhi, 17% from Mumbai, 12% from Chennai, 6% from Noida and 5% from Gurgaon. 5.3. Students’ Profile: Gender, Age and Education
75
It is interesting to understand the profile of students who are pursuing the programmes delivered by institutions in collaboration with foreign universities. 72% of the students in the sample were male and 28% were female. From the sample, a majority of the students (54%) were in the age group of 17-20 years. 37% of the students were between 21 and 24 years. 8% of the students were above 24 years. Age composition shows that students seeking courses provided by foreign universities were mostly the fresh graduates from 12 years of schooling in India. This is confirmed by the results obtained (See Table 5.3.1). It should be noted that 61% of the students had joined the coursess with higher secondary qualification, 33% students in the sample were graduates with three years of college education seeking to join foreign universities.
Table 5.3.1
Educational Background of the Students’
Qualification Completed Prior to Taking FEP Courses
N %
Secondary 1 1 Higher Secondary 94 61 Graduation 51 33 Post Graduate 5 3 PG Diploma 1 1 Diploma 3 2 Total 155 100
Traditionally, Indian students who used to go abroad for studies preferred to get into highly specialized courses leading to post-graduation and doctoral programmes. So, majority of the students were undergraduates having already completed the 3 years of college education. However, with the foreign universities collaborating with private institutions in India, a new clientele has emerged. This new clientele is the youth in the age group of 18-21 years with a minimum educational qualification of senior secondary schooling. A surge in demand for foreign universities operating in India among 18-21 year age group students is a new phenomenon worth understanding. 5.4. Socio-Economic Background of the Students In addition to the emergence of a new demographic profile of students demanding foreign universities’ degree, it is important to know their socio-economic background. The hypothesis here is that only those students with very rich family backgrounds and high social statuses seek foreign degrees. The assumption is that the degree from foreign universities is expensive and hence, it is not affordable for students with poor family background and lower social statuses. The following picture emerges with respect to the economic and social background of the students.
76
Economic Background of Students: The economic backgrounds of the family of the students provide a mixed picture. 18 % of the students belong to families whose income is less than Rs. 2 lakhs. It shows that a small proportion of students from a low-income family is pursuing studies provided by foreign education providers. This does not, however, mean that students from only very rich economic background participate in the education provided by foreign universities. (See table 5.4.1). 32% of the students belonged to those families whose annual income ranges between Rupees 2 lakhs-4 lakhs and 28% belonged to those families whose annual income ranges between Rupees 4 lakhs-6 lakhs. Though it is difficult to define the middle income range of the family, we
can say that, for a large group of town and city dwellers the family with an income range of Rupees 2 lakh-4 lakh may be characterized as lower middle class and families with an income range of Rupees 4 lakh -6 lakh may be characterised as higher middle class. Thus, it is important to note that a new clientele of students seeking foreign universities degree in India belong to the middle class. We can see 60% of the students from middle-income families, 32% from lower income families and 28% from higher income families, among the sample of students demanding foreign universities’ degrees. The study further found that only 21% of the students belong to those families whose per annum income28 is more than Rupees 6 lakh. These students are from high-income groups. A larger proportion of students’ are, therefore, not from high-income groups. Thus, what we can conclude is that though students from lower income groups of families may not find it very affordable to pursue courses provided by foreign universities in India, it is also not all students from higher income family alone who are pursuing such courses. A major chunk of students are from middle-income families.
Table 5.4.1 Financial Background of Students’
Family Annual Income N %
Less than Rs. 2 lakhs 28 18 2 Lakhs to 4 Lakhs 50 32 4 Lakhs to 6 Lakhs 44 28 More than 6 Lakhs 33 21 Total 155 100
Social Category of Students’ In modern societies, incomes and related occupations are usually thought of as the main determinant of status. In India, caste is an important determinant of status differentiation. Social status too has an influence on preference of the kind of education. In the data collected so far, it was found that students belonging to the general category (upper caste) had opted for FEP Courses. 78% belonged to this category. 15% of the students belonged to OBC category. The representation of SC and ST is very low and only 4% of the students belong to SC category and 3% belong to ST category (See Table 5.4.2). An
28 There are 54 million urban households in India and they are categorised into different income classes. In 2003-04, the mean household income of various classes in the urban areas has been estimated- lower income class at Rs 38,551, lower middle at Rs 98,082, middle income at Rs 1,71,253, upper middle at Rs 2,52,143, Upper income at Rs 5, 26, 329. This data is drawn from a study by National Council of Applied Economic Research (NCAER). http://www.indiatogether.org/2005
77
indomitable reason for such a low representation of SC &ST category may be attributed to the fact that most of FEP courses do not observe reservation policies.
Table 5.4.2 Social Category of Students’
Category N %
General 121 78 SC 6 4 ST 5 3 OBC 23 15 Total 155 100
It can be concluded that students belonging to upper caste and middle-income families are the clientele of the foreign education programmes. Low income and lower caste families can not afford to enroll in the educational programmes. The assumption that students from only high income families enroll in the programmes provided by foreign universities seems misplaced. It is certainly important to know the rationale for the entry of middle income group families into foreign universities.
5.5. Level, Duration and Fees of the Courses Pursued As observed earlier, most of courses offered by Indian Institutions collaborating with foreign institutes are at the undergraduate level. It may not, as such, be very surprising to find that most of the students participating are undertaking FEP courses at the under-graduate level. (See Table 5.5.1.). Most of the students pursuing FEP programmes are doing so at the under-graduate level (61%), including UG degree (39%) and UG diploma ( 22%). Students’ pursuing FEP programme at PG degree courses is 28% and PG Diploma is 8%.
Table 5.5.1 Opting of FEP at the Level of study
Course Level N %
UG Degree 61 39 PG Degree 43 28 UG Diploma 34 22 PG Diploma 13 8 Any Other 4 3 Total 155 100
78
As observed above, the new clientele is from among the middle class families. It was also noted that the previous education background of most students being senior secondary
certificate, this means that most of the students admitted in such institutions are pursuing the undergraduate courses. This is very well confirmed, as 61% of the students are pursuing the course at the undergraduate level. The preference of the students for undergraduate courses shows that students from middle class families are in search of short-term job-oriented courses so that they can advance quickly into the world of work.
The demand for short-term courses is amply tested by the information conveyed. (See Table 5.5.2). 44% of the students are pursuing courses that are of the duration of 3 years, 25% are doing courses that are of 2 years length and 14% are doing 1 year courses. 16% of the students are enrolled in courses of the duration of 4 years and above. Over all, the trend is that 39% are in a great hurry to compensate for the cost they have incurred in two or less than two years studies. However, the maximum percentage of students pursue 3 year courses, which probably optimises the net returns from the investment in human capital. The picture becomes very clear when we analyse the information on fees and try to understand the economics of students’ cost of education in relation to the return from investment. (See Table 5.5.3).
Table 5.5.2
Course Duration
Program duration (in Rs.) N % 6 months 1 1 1 year 22 14 2 year 39 25 3 year 68 44 4 year and above 25 16 Total 155 100
Nearly 39% are pursuing courses that are in the range of the fees between Rs. 50,000 and 1 lakh, 14% are pursuing courses with fees below Rs. 50,000, 32% are in the range of 1 lakh and 2 lakh fees and 12% are pursuing courses that are in the range of Rs.2-3 lakh.
Table 5.5.3 Fee Range
79
Fee per annum (in Rs.)
N %
Less than 50000 21 14 50000 – 100000 60 39 100000 – 150000 24 15 150000 – 200000 26 17 200000 – 300000 19 12 Above 300000 3 2 Not available 2 1 Total 155 100
Students’ information on fees of courses pursued by them is important to analyse in relation to the income of the students’ family. Maximum number of students are pursuing courses whose family income is in the range of Rs. 2 lakh to Rs. 6 lakh. 39% of the students are paying in the range of 50,000 to 1 lakh and another 32% are paying between 1 lakh to 2 lakh. It means that the annual fees consist of roughly half or one-third of the income of the families. Naturally, fees cannot be afforded out of the current income of the family. In most cases, it is unaffordable out of current income. Unless the expected return on investment in education is high, no family is expected to invest in high cost education. The students therefore calculate the alternatives to foreign providers education. If students are not able to compete in a high quality institution, they have the option to study in a low-cost low-quality institution. Students, however, prefer to study in high cost high quality institution. This is the rationale for admission in the institutions in collaboration with foreign universities. However, the mode of financing of education is important to understand, as, it has been observed that, fees charged are difficult to be financed out of the current incomes. 5.6 Financing of FEP Programmes In general, it is the family, which bears educational expenses of students, but in many cases now-a-days students opt for other sources of finances when either the family cannot afford the cost or the student may not want to burden the family with expenses. The internationalisation trend has led to a high increase in fees and it has forced students to look for other options available to fulfill the fees charged in private institutions. The information gathered shows that the families of 79% of the students give full financial support the students opting for FEP programmes. Around 13% receive partial financial support from their families and around 8% do not get any financial support from the families. 5% have opted to take 100% loans from banks to finance their courses. Around 10 % get somewhat financed by banks. There are some students whose educational expenses are borne by their employer either fully(1%) or partially( 1%) (See Table 5.6.1). Students are thus not relying on a single source to finance their programmes. Still, majority of the students rely on their families, either fully or partially (92%), which leaves 8% totally non-dependent on familial sources. However, most of the students do not rely on market for financing of the cost of education.
80
Table 5.6.1 Financial Support for the Course
Fully Funded Partially
Funded Nil Funded Total Course Fee Funded
by N % N % N % N %
Family/Parents 123 79 20 13 12 8 155 100 Bank Loan 8 5 16 10 131 85 155 100 Employer 1 1 2 1 152 98 155 100 Others 2 1 2 1 151 97 155 100 In the Indian social structure, families are protective of their children. They put a high premium on their education. As a result, families are ready to sacrifice income of the family for education of their children. 5.7. Mode of Course Delivery The internationalisation of higher education has led to innovation of various teaching-learning mechanisms to fulfill the versatility of course delivery. The patterns and structures of the courses are sometimes guided by foreign university standard. Hence, for course delivery, the institution may arrange foreign faculty. The trend for part-time classroom lecture is also made available by institutions in order to make the courses more explicit for students who cannot devote full time to classroom teaching. Online teaching may enable contact with the foreign instructors easily. Students may also have the opportunity to interact with the foreign faculty in the foreign country. In case of twinning arrangements, certain parts of the courses are delivered in the foreign country.
Students have declared various modes of delivery of their courses. Institutions may have a single mode or mixed mode (See Table 5.7.1.). 139 students started full-time class-room lecture as a mode of course delivery, 31 students mentioned use of online course delivery, 28 students note part-time classroom lecture, 88 recorded visiting faculty and 43 noted delivery made by foreign faculty.
Table 5.7.1
Mode of Course Delivery Applied by the Institutions
81
Mode of Course delivery N Online 31 Full time classroom 139 Part time classroom 28 Visiting faculty 88 Visiting foreign faculty 43 Visiting offshore country for coursework 6
The students were asked to acknowledge if they were satisfied by the mode of course delivery adopted by their institution. 89% declared that they were satisfied and 10% declared that they were not. (See Table 5.7.2)
Table 5.7.2 Satisfaction in terms of Learning Out comes of Mode of Course Delivery
Satisfaction Status N %
Yes 138 89 No 16 10 Not Provided 1 1
Total 155 100 5.8: Motivation for Opting of FEP Courses Students may have to contemplate on various incentives that motivated them to choose the courses provided by FEPs. The study set out some motivational options and asked the participants to rank their preferences, to find which has been the most motivating factor that persuaded them to take up courses provided by FEPs (See Table 5.8.1). Analysing their preferences, 56% of the students marked their personal interest as the most motivating factor; followed by 17% of the students taking up such courses to get an opportunity to earn a foreign degree. In case of the second preference, 29% seem to have been motivated by the fact that FEP courses widen placement opportunities for them. Again 25% of the students marked opportunity to earn a foreign degree as their second preference. While in reference to third choice, around 16% of the students marked that the desire to earn higher education status/foreign tag had motivated them to opt for FEP courses. 14% students mentioned that it provided an opportunity to migrate abroad. Boredom with regular courses and relevant curriculum recommended by others were not very striking factors for choosing FEP courses. Very few students have ranked these factors in their preferences. The three most important motivating factors seem to be personal interest, an opportunity to earn a foreign degree and placement opportunities for FEP courses.
82
Table 5.8.1 Students’ Motivation for Opting FEP Course
Ranking Type of Motivation
Ist % IInd % IIIrd % Personal Interest 87 56 18 12 12 8Opportunity to earn Foreign Degree 26 17 39 25 15 10Course widens Placements opportunities 12 8 45 29 39 25Boredom with regular courses 3 2 18 12 12 8Earn higher educational status/ foreign tag 11 7 18 12 25 16Relevant curricula/course design 5 3 4 3 12 8Easy medium to migrate abroad 9 6 1 1 22 14Recommended by others 2 1 1 1 9 6No Preference 0 0 11 7 9 6Total 155 100 155 100 155 100
The students were also asked to compare their options for FEP courses in relation to courses offered in Indian universities. Students were asked to rank their preferences. If we take the first preference, 28% said that Indian universities and colleges did not offer such courses, so they opted for courses offered by FEPs, another 28% felt that the present course would give them greater recognition than the courses under Indian universities and colleges and 21% marked that they took FEP courses because they did not get the admission of their choice in Indian universities. If we consider their second ranking, then again, 25% felt that present course would give greater recognition than the courses under Indian universities. In reference to their third preference, 26% felt that Indian universities and colleges did not offer courses with job orientation and the present course would fetch them a job.
Table 5.8.2. Preference for the foreign degree course in Relation to a course offered in Indian
Universities.
83
Ranking Reasons for Preference Ist % IInd % IIIrd % Did not get admission in Indian universities and colleges of your choice
32 21 15 10 10 6
Felt that Indian universities and colleges do not offer such courses
44 28 13 8 14 9
Felt that the present course will give greater recognition than the course under Indian universities and colleges
44 28 38 25 27 17
Felt that Indian universities and colleges do not offer course with job orientation and the 23 15 31 20 40 26
present course will fetch you a job
Felt that teaching learning process in Indian institutions are boring in relation to the teaching learning process followed in present course
10 6 28 18 29 19
No Preference 2 1 30 19 35 23 Total 155 100 155 100 155 100
The trend shows that students are looking for immediate benefits. Therefore, an opportunity to earn a foreign degree becomes an important motivating factor for joining FEP courses. Also, students are guided by practical options. Hence, placement opportunities are also ranked as an important motivating factor. This generation of students is more focused; they trust their own sense of judgments; therefore, their own personal interests matter to them more than any recommendation from others. 5.9. Awareness about FEP Programmes It is not motivation alone that persuades a person to make choices. It is also awareness of the choice that is important to carry it forward. (See Table 5.9.1). 79 of them came to know about the courses through family and friends, 61 students through advertisements in the papers or on the radio and 52 students through the internet.
Table 5.9.1. Medium of Awareness of FEP Program
Medium of awareness N
Advertisements in Paper/Radio 61 Educational Fairs 12 Internet Surfing 52 Family/ Friends 79 Through Institutions, name it 11 Any other medium 6
5.10. Identification of Providers of Foreign Degrees and Their Recognition Status It was important to learn from them if they were aware of the process by which they would earn the foreign degree. The students were asked to identify the mode by which they would earn the foreign degree. 23% revealed that they would get foreign degree through twinning arrangements, 71% said that they would earn foreign degree in India through the institution that they were registered in and 6% marked a combination of twinning arrangements and foreign degrees in India (See Table 5.10.1.).
84
Table 5.10.1. Mode of Earning Foreign Degree
Mode N % Twinning Arrangement 35 23 Foreign Degree in India 110 71 Twining Arrangement and Foreign Degree in India (Both)
10 6
Total 155 100
As many as 77% of the students noted that they would acquire a single foreign degree; 21% identified that they would get joint degree of Indian and foreign University and only 2% noted that they would get dual degree, i.e., a separate degree from Indian and foreign universities.
Table 5.10.2 Source of Foreign Degree
Source of Foreign Degree N % Foreign Degree (Single Foreign Degree) 120 77 Indian and Foreign Degree Combined (Joint Degree) 32 21 Indian and Foreign University Separate (Dual Degree)
3 2
Total 155 100
The participants were also questions if they were aware of the system of recognition of their course in the domestic framework like approval from AICTE/ UGC. 43% answered that they were not aware of such a course recognition system and 54% affirmed their awareness about the domestic framework of regulation (See Table 5.10.3).
Table 5.10.3.
Awareness of Domestic Frame work Regulation
Awareness N % Yes 83 54 No 66 43 Not Provided 6 4
Total 155 100
85
Quite evidently, most students are aware of the mode of getting their degree, but many of them still remain unaware or may not bother enough to find out whether the degree providers are actually approved/ recognised by the Indian regulatory agencies. Students are influenced by opportunities to earn a foreign degree or to get a job. They do not give much significance to the recognition status, though most of the students do take into
account these intricacies. They are aware of the domestic regulatory framework. Ignorance of students with respect to regulations may not be beneficial because while facing interviews for placement, they may be asked about the credibility of their courses. 5.11. Placement Opportunities It has been observed that most of the institutions provide placement opportunities. It would be interesting to learn how many students got the opportunity to face campus interviews. The survey found that only 29% of the participants had the opportunity to face campus interviews and 72% had never faced any campus interview (See Table 5.11.1). This high percentage could be because of the fact that institutions generally give opportunities to their final year students for campus selection and this study had not categorically selected students from the final year of their studies. It used data bank of students studying between the first and final years of study. Among the 29% who had the opportunity for giving campus interviews, 13% were selected in Indian companies, 5% in MNCs, only 1% in a foreign country and 15% of them did not get selected at all.
Table 5.11.1 Placement Opportunities
Placement Opportunity Acquired/Not Acquired N %
Selected in Indian company 20 13 Selected in MNC 7 5 Selected in Company Abroad 1 1 Not selected 15 10 Not given any interview 112 72
Total 155 100 Only 15% remarked (See Table 5.11.2) that while facing job interview they were asked about the course credibility on the ground that their courses did not comply with the domestic regulatory framework. 72% answered in the negative about any such apprehension by employers. Therefore, we may note that among the 29% of the students who faced interview, 15% had to face questions on the credibility of the courses.
Table 5.11.2 Credibility of the course Questioned by the Employer on the Ground of non-
recognition from Indian authorities
Credibility of the Course Questioned
N %
Yes 24 15 No 112 72 Not Provided 19 12
Total 155 100
86
Students were also asked to answer if their institutions had provisions for placement Abroad. To this, 50% declared that no such provision was available while 48% declared that their institutions had not have such a provision (See Table 5.11.3.)
Table 5.11.3
Institution Provision for Placement in Abroad
Provision for Placement Abroad
N %
Yes 78 50 No 74 48 Not Provided 3 2
Total 155 100 5.12. Students’ Assessment The students were asked to assess their institution and their overall delivery mechanism of the course and rate their perception in terms of their satisfaction. 43% rated that they were satisfied on an average, 40 % declared high satisfaction, 13% declared very high satisfaction and only 2% each rated their satisfaction as low and very low respectively (See Table 5.12.1).
Table 5.12.1 Satisfaction Level
Satisfaction Level N %
Very Low 3 2 Low 3 2 Average 67 43 High 62 40 Very High 20 13
Total 155 100The ratings may show that students who take FEP courses are getting outcomes as per their desires on an average, from the courses as well as from their institutions, which impart the courses. Yet, we cannot say that they were all fully satisfied. During the survey, students also remarked on the difficulties they encountered. Most of the comments related to teacher, teaching technique and facilities provided by the institutions. They were concerned about –
• Poor time management by teachers • Irregularity of visiting faculty • Poor teaching techniques • Inability to cope with foreign syllabi • Lack of adequate facilities
87
• High fees charged by institutions and no quality education in return
The students gave suggestions on how the difficulties could be overcome. A summary of their suggestions is as mentioned below-
• Teachers should pay proper attention and there should be provisions for more interactive classes.
• Institutions should consider means to improve their permanent teaching staff and visiting faculties.
• Institution should pay attention to the teaching-learning techniques and make room for improvement.
• Syllabi should allow more focus on Indian education(like courses in business economy should focus more on Indian economy)
• Fees should be charged appropriately. • Institutions should improve facilities and give the students more exposure. Conclusion
From the representative sample of students, we find that the FEP courses have been able to attract a large proportion of students from the middle- income families. If we assess the general behaviour of this category, we shall find that the middle-income groups are likely to invest in education of children that would help in fetching good jobs and maintain social status. This mind-set is also somewhat carried by the youths who belong to such families and therefore in the discussions above, we found that students are highly motivated by the interests to earn foreign degrees and by the fact that the FEP courses would viably widen placement opportunities. They are also highly motivated to pursue such courses because it could give them greater recognition than the courses under Indian universities and colleges as job-oriented courses are not being generally offered by Indian universities and colleges. Personal interests also motivate the students on a large scale and this may be somewhat guided by an urge to get better job opportunities.
The student and their families are most probably foreseeing better opportunities and hence do not shy away from paying high fees. The sample study shows that students are pursuing courses with annual fees of roughly half or one-third of the income of their families. Though students are not relying on a single source for financing their programme still, families remain a major source for meeting the cost of education. The strength of encouragement to pursue such courses is still largely drawn from family, who not only invests but is also a major source of making the students aware of such courses.
88
We had discussed in the previous chapter that quality assurance and recognition aspects are important criteria but students are not judging the institutions by these criteria. A large number of students are not aware of domestic regulatory frameworks. We can say
89
that what they expect from the institutions is probably to get positive returns from their investment in education, like giving them good placement opportunities or quality education of international standards. The student’s assessment of satisfaction from the FEP courses is largely based on teaching and learning facilities. They are more concerned with the better equipment in learning centers and improvement in quality of course delivery. The FEP courses are largely meant to have the potential for international quality of course delivery as they do have support from foreign universities but how far this potentiality is or could be utilised depend on several other local factors.
Chapter VI
Conclusion
The higher-education in India is witnessing significant changes owing to globalisation and market-forces. Collaboration with Foreign Education Providers is, in part, an outcome of these interactive forces. It is likely that, in future, traditional student mobility might be eclipsed by study programme mobility as more transnational programmes are offered. It is becoming relatively easier to move courses rather than students. However, the initial cost of developing such programmes may be high. But once the programme is developed the marginal cost of expanding programmes is low.29 Currently, the delivery of transnational study programmes varies in terms of geographical area, academic sector and types of institutions. Its coverage is not uniform. A trend has developed where a part of the programme is covered at host institutions and another part is carried out at the home institutions through twinning and link programmes. This facilitates student mobility. This kind of arrangement is evident in many institutions.
The study has compiled a database of institutions that collaborate with foreign universities and institutions. Based on a sample study of institutions, it has analysed the aspects of transnational education in India. To conclude, the study has arrived at the following observations- 1. UK and USA as the leading FEP’s in India - Universities and institutions based in UK and USA are in maximum partnership with Indian institutions. There are both public and private universities/institutions. Other potential FEP’s are, of course Australia and Canada, as quite a few of them already exist.
2. Varied Mix of FEP’s: Among the foreign education providers there is a varied mix of institutions. Some of them are general public colleges, professional public colleges and government aided further education centers in addition to the universities. The private universities, colleges and training institutes and private international vocational providers are also prominent among the foreign education providers.
3. Majority of Indian Partners are Private Institutions Offering Professional Courses- Majority private institutions in India are collaborating with foreign institutions.
90
29 Stephan Adam, Transnational education project. Report and recomendations, 2001, http://www.unige.ch/
They are non-affiliated private institutions, private sector institutions affiliated to Indian Universities and private companies. These institutions are mostly offer vocational job-oriented high demand programmes of study. The maximum number of collaborations is in the field of management and business studies, engineering and technology courses, computer application, information technology, hotel management, house keeping, fashion designing and other applied arts courses. There is very low preference and participation by public institutions in India. The practice of collaboration is highly market driven. 4. Participation of FEPs with minimum stakes: Since twinning arrangements are the preferred mode of collaboration, FEP’s need not invest much. High investment is required in opening branch campuses and this are found to be lacking in India. Moreover, participation of FEPs is mostly in the area of course designing and validation and only a few foreign partners are involved in course delivery or examination arrangements. Most of the FEPs do not invest much in these areas of collaboration. The additional expenses related to flying tutors are met by the host institutions. 5. Recognition of institutions may not be in compliance with Indian regulation but their courses may be validated through foreign partner: On the basis of available information, it is observed that only 36% (52) of the total collaborating Indian institutions (143) have quality assurance from accreditation agencies and some have accreditation from the Indian regulatory bodies. In the sample study of institutional survey, it has been found that 11 out of 22 institutions have recognition from Indian bodies such as UGC, NAAC or other government bodies. There are also quite a few private institutes, which are recognized by these Indian regulatory bodies, but the programmes delivered through collaborations with foreign institutions are not recognized. Foreign accreditation agencies may, however, accredit the courses. The foreign partners may also validate the programmes and thereby the issue of equivalence and recognition is settled at the institutional level. 6. No-evidence of branch campus- The Foreign Education Providers in India are solely operating through the mobility of programmes. The study has not found any full-fledged branch campus of any foreign university. There are lots of legal implications attached to it. Unless regulation is in place, foreign universities will only bring their programmes to India and not their institutions. The draft bill on foreign education providers has the provision to promote branch campuses if the reputed institutions are willing to open theirs’. A branch campus involves investment on a large scale by the home country institution and the host country benefits from this investment.
91
7. Emergence of new providers: The emergence of other new providers of educational services, such as corporate houses is evident. These providers are tying up with universities of India and abroad to provide a wide range of vocational courses.
8. Collaborative courses are student-centered and encourage skill- development: Collaborative courses provide students with learning experiences and an exposure to two or more countries and cultures through twinning and credit transfer facility. They have introduced innovative teaching and learning practices, curricula and the methods of evaluation. Institutions are encouraging students to develop skills and practical knowledge for the job-market. A majority of courses are being offered in high demand disciplines like Business Management & Administration and Engineering & Computer Technology. 9. Collaborative courses are not being offered at a high-end of knowledge or for research degrees: Collaborations are mostly taking place among the private institutions, which offer professional programmes for study. Most of the collaborative programmes end at an under-graduate or post-graduate level. A majority of the programmes are in the field of management and IT. These programmes have been launched with a view to equip students for the job market. They are not in the high-end knowledge area. The low participation of public universities in India indicates that collaborative programmes are not engaged in research or high-end knowledge. 10. Collaborations develop professionalism: The need for a higher degree of professionalism has necessitated the preparation of individuals for a global market through education and training. This appears to have prompted some institutions to seek recognition for their professional programmes from international accreditation bodies. Collaborative courses provide opportunities to students and working professionals of tri-nation or multi-nation work-related experience and learning, thereby facilitating professional mobility. Institutions are trying to serve different sections of the education market. They are targeting individuals who are already employed or professionally engaged looking for flexible education either to enhance their existing knowledge and skills or to develop new ones. 11. Emergence of a new middle class clientele to pursue foreign degrees: Before the 1990s, students used to go abroad to earn a foreign degree. Most of the students had already been graduates and their aim was to acquire higher qualification, usually research degrees. They invariably belonged to higher income groups. Foreign collaborations have brought in a new clientele. The new clientele is youth in the age group of 18-21 years with a minimum educational qualification of senior secondary schooling. They are mostly from middle-income families, undertaking courses at the undergraduate level. This is evident from the economic background of the families of students. The students are prepared to pay higher fees with the expectation of future returns.
92
12. No spectacular growth of collaboration: The study does not find any spectacular growth in foreign collaborations. A study was conducted by NIEPA in 2004 on FEPs in India. The NIEPA study found 131 Indian institutes collaborating with foreign universities. This study was able to gather information on 143 institutions. Hence, there is not much of a change over the past 4 years. It is, however, quite likely that the number of programmes delivered in collaboration has increased considerably. Yet, no structural change is visible in the programmes. Reflections on Collaborative Arrangements The study has analysed two-interrelated perspectives on collaborations - the first relates to the mechanisms and arrangements of collaboration and the second to the nature of programmes delivered through collaborations. The pattern of provisions varies considerably between institutions. Collaborations with Foreign Education Providers are established, by and large, by programme mobility, which could also serve the purpose of student mobility. Multiple collaborations are in operation; many Indian institutes are building up partnerships with more than one institute, belonging to different countries or the same country. The same kind of response has been observed among the Foreign Education Providers, which may tie up with more than one Indian institution. There is also openness for partnerships between public and private institutions, but the propensity for participation is seen more among private institutions. The assessment of institutional activities, however, suggests that there are strong market-oriented goals attached to the whole process of collaboration. It has been observed that the under-graduate level vocational programmes are offered maximum and placement provisions are evident in collaborative courses. Even from the students’ perception, we can infer that they are highly motivated by placement opportunities and the opportunity to earn a foreign degree. Collaborative programmes also create opportunities for academic co-operation with foreign partners in the form of course validation, curriculum designing, faculty training and course delivery and this might help in raising institutional capacity. Collaborations may enormously benefit Indian institutions in developing institutional capacity when such tie-ups are made with reputed foreign institutions. Much of the activity is now carried out in the non-university sectors.
93
There is continuity in the trend of collaborations with Foreign Education Providers, but it is difficult to predict changes or the pace of growth. The nature and pattern of growth depends on the continued internationalisation of education and the responses of national bodies to it. Recognition and accreditation are important to collaborations with Foreign Education Providers. It is also important to ensure a balance between accountability and autonomy of institutions. Internationalisation of higher education requires significant policy attention but it should avoid any devaluation of education, rather emphasis on the aspect of sustainability.
References REPORTS/ DOCUMENTS/BOOKS Adam Stephen (2001) Transnational Education Project: Report And Recommendations, Confederation of European Union Rectors’ Conferences, http://www.unige.ch/ Bhusan, Sudhansu (2005) Foreign Education Providers in India, NUEPA, New Delhi. Christ College (2007) Prospectus, Bangalore Council of Europe/UNESCO (2000) Code of Good Practice in the Provision of Transnational Education, Council of Europe, http://www.unige.ch/ IIPM (2008) International Prospectus of International Institute of Planning and Management (IIPM) 2008-2010/11 Machado dos Santos, S.( 2000) Introduction to the Theme of Transnational Education. McBurnie, G. and Christopher, Z. (2007) Transnational Education: Issues and Trends in Offshore Higher Education. Routledge Taylor & Francis Group, London & New York NIEPA (2004) Foreign Education Providers (Issues and Concerns)-Directory, New Delhi. Powar, K.B. (2005) Dubious overseas education providers. www.hindu.com/edu/ WEBSITES: www.goldenregency.net www.rajitlal.com www.imi.edu.in www.google.com www.en.wikipedia.org www.vlccinstitute.com www.airhostessacademy.com www.iimb.ernet.in
94
APPENDICES
Appendix A
List of Foreign Collaborating Universities/Institutions
95
No. Name of the Foreign University/Institution Country Legal Basis
No. of Collaborations
1. Aachen University of Technology (RWTH) Germany Public 1 2. Aalborg University (AU) Denmark Public 1 3. Aberdeen Business School UK Public 1 4. American Hotel & Lodging Association (AH & LA) USA Private 28 5. American International University of Management and Technology (AIUMT) USA Private 1
6. Amsterdam Fashion Institute Netherland Not Available 1
7. Assumption University Thailand Public 1 8. Avril Rowlands Television Training School UK Private 1 9. AYR College of Scotland UK Public 1 10. Birmingham Institute of Arts & Design UK Public 1 11. Carnegie Mellon University USA Private 1 12. Centennial College Canada Public 2 13. CISCO Networking Academy USA Private 1 14. City & Guilds UK Private 4 15. Clemson University (CU) USA Public 1 16. College of Tourism & Hotel Management Cyprus Private 1 17. Conservatoire National Des Arts Et Metiers – International Institute of Management (CNAM-IIM) Italy Public 1 18. Cornell University USA Private 1 19. Coventry University UK Public 1 20. Cranfield University UK Public 1 21. De Mont Fort University UK Public 2 22. Deakin University (DeU) Australia Public 2 23. Department of Further Education, Government of South Australia Australia Public 1 24. Desautels Faculty of Management Canada Public 1 25. Domus Academy Italy Private 1 26. Dublin Institute of Technology Ireland Public 1 27. Dudley College UK Public 1 28. Dundalk Institute of Technology Ireland Public 1 29. Eastern Michigan University (EMU) USA Public 1 30. Edexcel International UK Private 2 31. Eindhoven University of Technology Germany Public 1
32. ENSAIT, France France Not Available 1
33. ESCPAU-France France Private 1 34. Fachhochschule Ingolstadt Germany Public 1 35. Fox School of Business and Management (FSBM) USA Public 1 36. Gannon University USA Public 1 37. George Brown College Canada Public 1 38. Georgia State University USA Public 1 39. Georgian College Canada Private 1 40. Girne American University (GAU) Cyprus Not 1
96
Available
41. Gladzor University of Armenia (GUA) USA Public 1
42. Glasgow College of Nautical Studies UK Not Available 1
43. Graduate School of Journalism, Columbia University USA Private 1 44. Griffith College Ireland Private 1 45. Griffith University Australia Public 1 46. Heriot-Watt University UK Public 1 47. Hogskolan Boras (University College of Boras , Sweden ) Swedan Public 1 48. HTMi School of International Hotel and Tourism Management Switzerland Private 1 49. IATA Trainig and Development Institute Canada Private 1 50. Illinois Institute of Technology USA Private 1 51. INSEAD Singapore Private 1 52. International American University USA Private 1 53. International Assembly for Collegiate Business Education (IACBE), USA Private 1 54. International Association of Trichologists (I.A.T) Australia Private 1 55. International College of Professional Photography Australia Public 1 56. International Hotel Management Institute (IMI) Switzerland Private 1 57. International Management Institute (IMI) Belgium Private 1 58. International University of the Health Sciences (IUHS) West Indies Public 1 59. Istituto superiore di design Italy Private 1 60. James Cook University Australia Public 1 61. John Hopkins University USA Private 1 62. KDI School of Public Policy and Management Korea Other 1 63. Kensington University USA Private 1 64. King’s International University of Science and Technology (KIUST) USA Public 1 65. Kingston University UK Public 1 66. Lancaster University Management School (LUMS) UK Private 2
67. LDT Nagold Germany Not Available 2
68. Leeds University Business School UK Public 1 69. Liverpool Hope University UK Other 1 70. London College of Fashion UK Public 1 71. London School of Economics UK Public 1 72. London South Bank University (LSBU) UK Public 1 73. Maharishi University of Management USA Private 1 74. Marshall University USA Public 1 75. McMaster University Canada Public 1 76. Melbourne College of Textile Australia Public 1 77. Michigan Technology University USA Public 1 78. Mohawk College Canada Other 1 79. Napier University UK Public 3 80. NASD International UK Private 1 81. National Film & Television School UK Private 1 82. Niagara on the Lake Culinary School Canada Public 1 83. North Dakota State University (NDSU) USA Public 2 84. Nottingham Trent University (NTU) UK Public 4 85. Nuova Accademia di Belle Arti Milano (NABA) Italy Private 1 86. Open International University for Complementary Medicines, (Medicina Alternativa) USA Public 1 87. Oregon State University USA Public 1 88. Oxford Brookes University UK Public 1 89. Purdue University USA Public 1
97
90. Queen Margaret University UK Public 2 91. Queen Margaret University College (QMUC) UK Public 3 92. Queensland University of Technology Australia Public 1 93. Raffles University Singapore Private 1 94. Red Hat USA Private 1 95. Regency Institute of TAFE Australia Public 2 96. Rotterdam Business School Netherland Public 1 97. Royal College of General Practitioners (RCGP) UK Other 2 98. Royal Halloway University of London UK Public 1 99. Royal Melbourne Institute of Technology(RMIT) Australia Public 1 100. Ryerson University Canada Public 1 101. Saint Mary's University (SMU) Canada Public 1 102. San Jose State University (SJSU) USA Public 1 103. Schiller International University (SIU) USA Private 3 104. Schiller International University UK Private 1 105. Sheffield Hallam University UK Public 1 106. SIAM University Thailand Private 1 107. Skyline College UAE Private 1
108. South Tyneside College UK Not Available 1
109. Southern New Hampshire University USA Private 1 110. Southfield College UK Private 1 111. SSTH Swiss School of Tourism and Hospitality Switzerland Private 2 112. Staffordshire University UK Public 3 113. State University of New York USA Public 1 114. Sun Micro System USA Private 1 115. Swansea University UK Public 1 116. Swiss Business School (SBS) Switzerland Private 1 117. Swiss Foundation for Technical Assistance Switzerland Private 1 118. TAFE Queensland Australia Public 1 119. Tarleton State University (TSU) USA Public 1 120. Textile Institute UK Private 1 121. Thames Valley University UK Public 3 122. The Fashion Institute of Technology (FIT) USA Public 1 123. The Hotel School The Hague Netherland Other 1 124. The Illinois Institute of Technology (IIT) USA Private 1 125. The South bank Institute of TAFE Australia Private 1 126. The State University of New York (SUNY) USA Public 1 127. Thompson Rivers University Canada Public 1
128. Troy State University (TSU) USA Not Available 1
129. Universidade Catolica Portuguesa Portugal Other 1 130. University of Abertay Dundee UK Public 2 131. University of Antwerp Belgium Private 1 132. University of Arts , London ( London College of Fashion) UK Public 1 133. University of Bradford UK Public 2 134. University of Cambridge International Examinations UK Public 2 135. University of Central Lancashire (UCLan) UK Public 2 136. University of Dallas USA Private 1 137. University of Delaware USA Private 1 138. University of East London UK Public 1 139. University of Huddersfield UK Public 1
140. University of Johannesburg South Africa Public 1
141. University of Leeds (UOL) UK Public 4 142. University of Lincoln UK Public 1 143. University of London (UOL) UK Public 3 144. University of Northern Alabama (UNA) USA Public 1 145. University of Northumbria UK Public 1 146. University of Philadelphia USA Private 1 147. University of Plymouth (UoP) UK Public 1 148. University of Reading UK Public 1 149. University of South Australia Australia Public 1 150. University of Texas USA Public 1 151. University of Ulster UK Public 1 152. University of Wales (UOW) UK Public 4 153. University of Warwick UK Private 1 154. University of Wolverhampton (UOW) UK Public 1 155. Vaughn College of Aeronautics and Technology USA Private 1
156. Waltham Forest College UK Not Available 1
157. Wayne State University (WSU) USA Public 1 158. Western International University USA Private 1 159. Western Michigan Univversity USA Public 3
160. Wigan and Leigh UK Not Available 1
161. Yale University USA Private 2 230
Public/ Private- In general terms, a public institution is predominantly funded by public means through a national or subnational government and private institution is run without the control of any government entity.
98
Appendix B
Format followed in Data Collection from Secondary Sources
99
1. Name, address and Contact Details of Indian Institute
2. Name, address and Contact Details of foreign Institute
3. Type of Indian institute 4. Legal basis of Indian Institute (constitution)
5. Recognition by Govt. of India. 6. Total No of Collaborative Program on Offer
7. No. of Collaborative Prog. Recognized by Govt. of India
8. No. of Collaborative Prog. Not Recognized by Govt. of India.
9. Legal basis of Foreign Institute (constitution)
10. Quality Assurance of Indian Institute 11. Name of Quality Assurance Agency of Indian Institute
12. Quality Assurance of Foreign Institute 13. Name of Quality Assurance Agency of Foreign Institute
14. Quality Assurance of Program Offered by Indian Institute
15. QA of Foreign Institution for Cross Border delivery of collaborative Program
16. Name of Cross Border Quality Assurance Agency of Foreign Institute
17. Collaborative programme on offer, duration (in year/months) & annual fees per annum
18. Final award of collaborative programme
19. Level of program 20. Year from which collaboration established
21. Student Intake (per year) 22. Mode of Course Delivery
23. Nature of collaboration 24. Admission Criteria 25. Reservation provision 26. Placement Provision 27. Special Features of Institute 28. Special Features of Collaborative Programme
Indicators of the Format
1. Name, address and Contact Details of Indian Institute 2. Name, address and Contact Details of foreign Institute 3. Type of Indian institute:
1. Central or State Universities 2. Private Sector universities 3. Deemed universities 4. Private sector institution/college affiliated to State or other university 5. State/government managed Institution 6. Private non-affiliated institute/college 7. Private companies and any other institutions 8. Autonomous aided college/institute. 9. Any Other
4. Legal basis of Indian Institute (constitution) 1. Trust 2. Societies Act. 3. Company Act 4. State/Central legislation 5. Industry Managed Organisation 6. Not avilable
5. Recognition by Govt. of India. 1. Yes 2. No 3. Not Available
6. Total No of Collaborative Program on Offer 7. No. of Collaborative Program Recognized by Govt. of India. 8. No. of Collaborative Programmes Not Recognized by Govt. of India. 9. Legal basis of Foreign Institute (constitution)
1. Public 2. Private 3. Other (Please Specify) 4. Not Available
10. Quality Assurance of Indian Institute 1. Yes 2. No 3. Not Available
11. Name of Quality Assurance Agency of Indian Institute 1. NAAC 2. ISO 3. Any Other (Please Specify)
12. Quality Assurance of Foreign Institute 1. Yes
100
2. No
3. Not Available 13. Name of Quality Assurance Agency of Foreign Institute
1. Please Specify 14. Quality Assurance of Program Offered by Indian Institute.
1. AICTE 2. MCI 3. BCI 4. DCI 5. COA 6. NBA 7. ICAR 8. PCI 9. Other 10. Not Any
15. QA of Foreign Institution for Cross Border delivery of collaborative Program. 1. Yes 2. No 3. Not Available
16. Name of Cross Border Quality Assurance Agency of Foreign Institute. 17. Collaborative programme on offer & duration (in months)
1. Please Specify 2. Please Specify 3. Please Specify
18. Final award of collaborative programme 19. Level of program
1. UGD-UG Degree 2. PGD- PG Degree 3. UGDI- UG diploma 4. PGDI- PG diploma 5. CER- certificate 6. RESE- PhD/MPhil (Research) 7. AO- Any Other
20. Year from which collaboration established 21. Student Intake (per year) 22. Mode of Course Delivery
1. Face-to-Face-Full Time 2. Face-to-Face-Part Time 3. FL-Flying Tutor-Foreign Faculty 4. DM-Distance Mode 5. OCD-Online Course Delivery 6. SE-Student Exchange 7. Faculty Exchange 8. CT- Credit Transfer
23. Nature of collaboration 1. FM- Franchisee Mode (Where the whole, part or discrete modules of a course
which is validated for delivery at the University is delivered by academic staff not employed by the University at premises not owned by the University)
2. JP – Joint Provision (QA by foreign institute and delivery of program jointly) 3. FD- Foreign Degree (Award of degree by foreign partner) 4. TA-Twining Arrangement 5. JD- Joint Degree (Joint certification of the Award) 6. DA-Dual Award (Two awards both by foreign and Indian partner) 7. BC – Branch Campus of Foreign Institute
101
8. STE – Student/Teacher Exchange
9. DOE – Distance/Online Education 10. AO- Any Other.
24. Admission Criteria 1. Entrance Test 2. Interview/GD 3. Performance in Qualifying Exam 4. Through Application
25. Reservation provision 1. Yes 2. No 3. Not Available
26. Placement Provision 1. Yes 2. No 3. Not Available
102
APPENDIX C QUESTIONNAIRE FOR INSTITUTIONS
UK-India Education and Research Initiative (UKIERI) Research Study
“Foreign Education Providers in India”
Please note that: “The British Council may use the information you have provided, to gain an improved
understanding of Indian education system and improve services in the future.
The British Council will not sell or otherwise disclose these details to third parties for commercial
purposes. The details furnished, however, might be made available on a website. British Council will
treat all personal details in accordance with UK legislations and its own privacy policy”.
INFORMATION SHEET OF THE INSTITUTION
1. Name and Address of the Indian Institution Delivering Collaborative Programme:
2. Type of Indian Institution : (Tick the appropriate option)
1. Central University 2. Non-affiliated Private Institution 3. State University 4. State/ Central Govt. Managed
Institutions
5. Private University 6. Autonomous Aided Institution 7. Deemed University 8. Branch Campus of Foreign Institution 9. Private College affiliated to
Indian University 10. Other (Please Specify)
3. Name the Affiliating Indian University of the Institute:
4. Ongoing Collaborative Program(s): (a).
Number of Students’ Enrolled
S.No. Name of the Program
Duration (in months)
Level of Program (UG-Diploma/PG-Diploma/ UG-Degree/ PG-Degree/ Certificate/Other)
A-Full-time B-Part-time
A-Face-to-Face B- Online
Fees (Rs. Per Annum)
Current Year
Total
1
2
103
3
4
5
(b).
Collaborating Program (As referred in 4.a above)
Name of Collaborating University
Year of Commencing Collaboration
Collaborative program has the Quality Assurance Certification (Write Yes or No; if yes write the name of QA agency)
Type of Foreign Affiliation (Please mark the number only in the relevant box.) 1. Franchisee 2. Twinning
Arrangement
3. Branch Campus
4. Study Centre
5. Any Other (Please mention)
Type of Award (1. Single; 2. Dual; 3. Joint) (Please mark the number only in the relevant box.)
In case of twining write the number of years taught in India and no. of years taught in foreign university respectively (such as 1+2, 2+1)
1
2
3
4
5
(Comment, if any):
104
5. In case of joint provisions of the program what is the usual nature of arrangement? (Please tick the appropriate box)
Curriculum
Designed
Course
Validation
Course
Delivery
Scrutiny of
Applicants
Examination
Arrangement
Foreign Indian Foreign Indian Foreign Indian Foreign Indian Foreign Indian
(Comment, if any):
6. Whether the Indian Institute is Govt. Recognized to deliver the program(s)
(i) Yes (ii) No
If yes, the name of Recognizing Body
7. Quality Assurance of the Foreign Partner in their home country.
(i) Yes (ii) No
If yes, the name of Quality Assurance Agency (ies)
8. Whether reservation is followed?
(i) Yes (ii) No
9. Whether do you have scholarships for students’ from disadvantaged social groups?
(i) Yes (ii) No
10. What are the different modes of Course Delivery available to students’ undertaking
courses? (Tick the appropriate option)
Face to Face On-Line Distance Flying Tutors Offshore Campus Training
11. Does the Institution Follows Placement Policy for Foreign Collaborating Course, If
yes mark the top five placement record of the previous year?
Name of the
Company
Type (Indian, MNC,
Foreign)
Salary
Per
Annum
1.
2.
3.
4.
5.
105
12. Any Other Comment.
Name _________________________
Signature(with seal)________________
Designation______________________
Phone/Mobile No______________
106
APPENDIX D
QUESTIONNAIRE FOR STUDENTS’
UKIERI Research Study Foreign Education Providers in India
Students’ Survey A.PERSONAL INFORMATION OF THE STUDENT 1. Name :
2. Age as on 1st January, 2008 :
3. Sex: Male / Female :
4. E-mail :
5. Place of Residence :
District State
6. Family Income Per annum (Please tick the appropriate option)
(i) Less than 2Lakh (iii) 4lakhs-6 lakhs
(ii) 2lakh- 4lakhs (iv) More than 6lakhs
General ST
SC OBC
7. Whether belonging to:
8. Qualification already completed: (Prior to taking the course)
(i) Secondary (v) PG Diploma
(ii) Higher Secondary (vi) Diploma
(iii) Graduation (vii) Any other
(iv) Post-graduation
B. COURSE/INSTITUTE INFORMATION
9. Name of the Institution the Student belongs to:
10. Place where institution located:
107
District State
11. Name of the Course pursuing for foreign degree.
12. Fees of the course (per Annum):
13. Course Details:
Course Duration (tick the appropriate option)
Level (tick the appropriate option)
% share of course fees financed by
Admission criteria (tick the appropriate option)
Source % Share
1. less than 6 months
1. UG Degree
Family
Marks in
Qualifying
Exam.
2. 6 Months 2. PG Degree
Loan Taken Admission Test
3. 1 Year 3. UG Diploma
Financed by Employer
Interview
4. 2 Years 4. PG Diploma
Any other source
5.3 Years 5. Certificate
6. 4 years & above
6. Other Award
14. Why have you chosen this course for studying? (write 1,2 and 3 in order of ranking for
preferences in the table below)
Preferences Give your ranking for
any three
(i). Personal Interest
(ii) Opportunity to earn Foreign Degree
(iii) Course widens Placements opportunities
(iv) Boredom with regular courses
(v) Earn higher educational status/ foreign tag
(vi) Relevant curricula/course design
(vi) Easy medium to migrate abroad
(vii) Recommended by others
15. Reasons for preferring the foreign degree course in relation to a course offered in Indian universities. (Give your ranking for three top reasons in the table)
Reasons Give your ranking for
108
any three 1. Did not get admission in Indian universities and colleges of your
choice
2. Felt that Indian universities and colleges do not offer such courses
3. Felt that the present course will give greater recognition than the course under Indian universities and colleges
4. Felt that Indian universities and colleges do not offer course with job orientation and the present course will fetch you a job
5. Felt that teaching learning process in Indian institutions are boring in relation to the teaching learning process followed in present course.
16. How have you come to know about the course? (tick the appropriate option)
(i) Advertisements in Paper/Radio (iv) Family/ Friends
(ii) Educational Fairs (v) Through Institutions, name it
(iii) Internet Surfing (vi) Any other medium
17. What are the various modes of course delivery you have encountered after joining it? (Give percentage)
(i) Online (iv) Visiting Faculty
(ii) Full-time classroom lecture (v) Visiting Foreign Faculty
(iii) Part-time classroom lectures (vi) Visiting offshore country for coursework
18. Are you satisfied in terms of learning outcomes with above modes of delivery
(i) Yes (ii) No
19. Does the course provide you opportunity to earn Foreign Degree
(i) Yes (ii) No
20. If yes, through what method
(1) Twinning Arrangement (2) Foreign Degree in India
21. Foreign Degree is given by (Tick the appropriate option)
a. Foreign University (Single)
b. Indian and Foreign University Combined (Joint)
c. Indian and Foreign University Separately (Dual)
109
22. Are you aware of the system of recognition of your course in the domestic framework, like approval from AICTE/ UGC?
(i) Yes (ii) No
23. Does your Institution provide placement opportunity Abroad?
(i) Yes (ii) No
24. Have you ever given interview in the campus placement interviews? (Tick the appropriate option)
(i) Yes, selected in Indian company (iv) Yes, not selected
(ii) Yes, selected in MNC (v) Not given any interview
(iii)Yes, selected for company abroad
25. Have the employing authorities questioned the credibility of the course on ground of
non-recognition from Indian authorities?
(i) Yes (ii) No
26. Are you satisfied with the overall delivery mechanism of the course? Kindly mark the
level in the rating of 1-5?
(i) 1-very low (ii) 2- low (iii) 3- Average
(iv) 4- high (v) 5-very high
27. What are the difficulties you faced in the deliverables of the course?
28. Your suggestions for improvement of the academic program.
Signature_______________
Date______________________
110
