WES 2012 ::UNDERSTANDING HUMAN CAPITAL MANAGEMENT AT UNIVERSITY OF JAMMU FOR MEETING THE CHALLENGES AND OPPORTUNITIES OF THE FUTURE


WES Track: Higher Education Track

Title of Paper: UNDERSTANDING HUMAN CAPITAL MANAGEMENT AT UNIVERSITY OF JAMMU FOR MEETING THE CHALLENGES AND OPPORTUNITIES OF THE FUTURE
Author Name: Neeraj Sharma
Email: u_neeraj@yahoo.co.in
Organization: University of Jammu
Address:  Vice Chancellor;s office, new campus, University of Jammu, The Business School, University of Jammu, Jammu and Kashmir. Jammu, India

Abstract:

ABSTRACT In the information age, to maintain a competitive advantage, the organizations need to shift their focus from asset intensive to knowledge intensive and thus focus more on their human assets than on technology assets. Human resources, in this information age, is an increasingly broadening term that refers to managing \”human capital,\” the people of an organization. The field has moved from a traditionally administrative function to a strategic one that recognizes the link between talented and engaged people and organizational success. Human Capital is the place where all the ladders start: the wellspring of innovation, the homepage of insight. A great deal of related research is going on in the area of Human Capital Management. Researchers are projecting Human Capital Management as a new possibility in people management. Human Capital Management primarily aims at establishing and supporting and alignment between human operations, corporate identity and human development. In today’s knowledge based economy, higher education institutions are playing as centres for human resource development and aid in the development of the human resources. Also, universities currently face immeasurable complexities and turbulence in their external environments and their internal set ups are consequently under the pressure to adapt in an effective way. In the present global environment characterized by rapid change, intense information flows and increasing competition, emergence of higher education institutions holds an important place. Universities currently face immeasurable complexities and turbulence in their external environments and their internal set ups are consequently under the pressure to adapt in an effective way. On the one hand, universities are increasingly being required to teach ever increasing number of students in increasing numbers of specializations and disciplines and on the other they are being asked to pay more attention to quality of teaching and educational programs. All over the world, universities are facing the challenge of being the centers of excellence for teaching as well as research. The university administrations today are clearly interested in any activities that could significantly impact the performance levels of the Universities, as are the other stakeholders. Mashhadi (2008) state that balanced score card can be used as an instrument to help Higher Educational Institutions in developing a comprehensive view towards organization’s strategic position in the present global environment. The aim of this study is to find the level of Human Capital Management at University of Jammu, J&K, India. The research has been conducted by randomly selecting 100 teaching and non teaching staff employees from various departments of the University of Jammu. This study focuses on University of Jammu which is one of the most opted Universities by the students in Jammu and Kashmir State. The data has been collected by administering a self designed questionnaire based on the HRD Score Card Model (Rao, T. V., 2000:2008). The results of regression show that there is a non significant difference between the Factors of Human Capital Management .p>.05 Further the Chi Square results show that except for factor 3,4 and 5 i.e related to Training, Organizational Development and Information the difference is significant ( Confidence level 95%). This shows the effect on Job Satisfaction as well where the results of multiple regression show that there is a effect of the human resource development factors on the job satisfaction. Higher Educational Institutions contribute much to the future society by overall development of the future Human resources. These Institutions bear the responsibility of developing the minds of our nations’ most precious resources, Human Resources. In today’s Knowledge Based Economy the strategic role of quality in Higher Educational Institutions has become important. The research study shows the importance of the Human Capital Management for the Higher Education Institution by analyzing the Case of University of Jammu. The results obtained are important because they would allow the administration to self evaluate and improve their management approaches and further implement new approaches for the overall development of the Higher Education standards of the University. Based on the research findings the recommendations would help the administration to take steps for implementing the factors identified in the research and help in improving the job satisfaction among the employees. The research paper suggests measures for developing Human Capital in the university under study, which would help to plan, set targets and take strategic initiatives to face the challenge. Keywords: Human Capital, Human Capital Management, Higher Education Institutions, HRD Score Card Model, Employees’ satisfaction.

Brief Biodata of Presenter:

Neeraj Sharma Special Secretary to Vice Chancellor, University of Jammu Mail Id: Sp. Secretary to VC, University of Jammu Phone: 0191- 2450014 E-mail: ju_neeraj@yahoo.co.in

 

WES 2012 :: NAVCHETNA – Innovation in promoting Interactive Research for Collaborative Learning

WES Track: School Track

Title of Paper: NAVCHETNA – Innovation in promoting Interactive Research for Collaborative Learning
Author Name: Chitra Ravi
Email: chitra@ezvidya.com

Designation:Founder & CEO
Organization: EZ Vidya Private Limited
Address:  66, Kamdar Nagar Second Street
Mahalingapuram
Nungambakkam, Tamil Nadu. Chennai – 600034
India

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Co-Author 1:
Author Name:
 Chitra Ravi
Email:
 chitra@ezvidya.com
Organization:
EZ Vidya Private Limited
Address:  
66, Kamdar Nagar, II Street, Nungambakkam, Chennai – 600034

Co-Author 2:
Author Name: Ganesh Subramanian

Designation:Director
Email: ganesh@ezvidya.com
Organization:EZ Vidya Private Limited
Address: 66, Kamdar Nagar, II Street, Nungambakkam, Chennai – 600034

Abstract:

NAV CHETNA – Objectives EZ Vidya introduced Navchetna, a two year programme, collaborative intensive research in the teaching-learning domain, has the following objectives as outlined below –  Enable teachers to identify and solve academic and school related issues with the help of a systematic approach  Facilitate a spirit of teacher collaboration  Gradually move teachers to view themselves as ‘researchers in education’ rather than ‘transactors in curricula’  Facilitate a spirit of continuous improvement  Provide schools with means to improve and sustain the process long after the intervention has been concluded Whilst the focus was on the above it was also ensured that each teacher’s evolution and progress would be tracked simultaneously. Each teacher would be given feedback about his/her progress from teacher to researcher. The school would also be in receipt of the same . Six different schools from all over the country enrolled to participate in the programme,initially. Since each school was different with its own set of systems and a different culture, we had to accordingly modify some of our core elements. Therefore, it was decided that each school’s culture would be examined, common approaches would be applied and its impact documented. More importantly the emphasis was on closely examining and analysing the different issues that arise in each school and resolving these with the help of Navchetna. Structure/focus area(s) The implementation of Navchetna is guided by the four key pillars on which it rests – empowerment, reflection, collaboration and sustenance. At each key stage we hope to strengthen each of these aspects focusing on a group of teachers. A detailed explanation of the four key pillars is given below – Empowerment Empowerment in education would be defined as a process whereby teachers are made aware of the right to participate in educational reforms and decide upon what should be taught in school and how (Bolin, 1989). In Navchetna empowerment refers to facilitating teachers’ understanding of key areas within the teaching-learning process. Teachers will become familiar with the more popular and adaptable educational ideas and key theories. With particular focus upon the ‘what should be taught and how’ teachers are slowly expected to become researchers in education. Collaboration Teachers are expected to collaborate with each other periodically and discuss key areas for change and improvement in this respect. Collaboration is a useful technique which we assume would allow teachers to explore pedagogy, their own professional development (Cunningham, 2003) and find answers to pressing matters in education while working on these collaboratively. Reflection The key goal of having this pillar was to encourage teachers to introspect and look into their own teaching processes and reflect upon the positives and areas for improvement. By having periodical sessions of classroom participation, teachers were given the opportunity to receive feedback and reflect. Another opportunity to reflect was through the practice of journal writing. While putting down their thoughts on paper we believe teachers may have been persuaded to think deep, look into their own practices and evaluate them. Sustenance The main difference between the first three pillars and sustenance is that we have not yet been able to examine its efficacy. More importantly, Navchetna being a relatively new endeavour, we are yet to install the fourth pillar in schools completely. Sustenance would refer to creating systems in the school that would ensure the continued practice of teacher empowerment. The process of sustenance starts in the second year and hope that teachers are able to sustain the different practices taught by us without our intervention. Activities in Navchetna Activities would entail a wide variety of workshops and sessions oriented towards the achievement of each pillar and encourage teachers to use different teaching methodologies. The goal is also to engage teachers in learning from each others’ experiences through collective sessions and help each other resolve issues in teaching. We carried out workshops for different educational theories and concepts (Example: Big Ideas, Multiple Intelligence, Classroom Participation, Focus group discussions, reading sessions among others). Sessions on Big ideas, Multiple Intelligence, Brain based learning (BBL), Collaborative Learning (CL), Critical thinking, creative thinking, Teaching for Understanding (TFU) were also included. These were done so as to familiarise teachers with the different key theories which necessitate teachers’ understanding. These workshops also consisted of information for understanding ideas of Core, expected learning outcomes (ELO), types of thinking. Journal writing: A Navchetna journal is a document which acts as tool to record instances from the teacher’s teaching session. It helps store instances which made the teacher happy or look deeply into her teaching methods, challenging classroom experiences, treasured moments and learners’ responses to her and her teaching.

Brief Biodata of Presenter:

An MBA from premier institute, Ganesh has had wide ranging corporate experience in the area of business development in leading educational services and information technology industries. His expertise is in conceptualization and product management. He has gained tremendous insights while working in overseas markets. Ganesh with his innovative and creative ideas, has added a lot of value to EZ Vidya’s services. His versatility sees him contributing immensely to all areas in the organization

 

 

WES 2012 :: Importance of Early Childhood Education On Learning Abilities Of Students

WES Track: School Track

Title of Paper: Importance of Early Childhood Education On Learning Abilities Of Students
Author Name: REMEDIANA DIAS
Email: rodrigremy@yahoo.com
Organization: VISION EDUCATION SOCIETY
Address:  BENNET, BEFORE GRACE CARDIAC HOSPITAL, NEAR BPS CLUB, PAJIFOND, MARGAO, GOA, India

Abstract:

The first four to five years of life are the most significant years in a child’ development. It is a critical period for the development of language, numeracy and social skills. These emerge naturally for most children as they interact in the world around them. These early skills are essential precursors to success in school. This essay highlights the importance of how what a child learns in early childhood enhances his overall educational process and plays a vital role in the successful progression of all his future education. Early Childhood Education refers to the education that children obtain during early stages of their childhood. Early childhood is a crucial time period for the development of the mental functions of children. This development, including the emergence of the abilities and skills in areas such as language, motor skills, psychosocial cognitive and learning, is now known to be greatly influenced by exogenous factors, including the nature of the educational environment to which the child is exposed during the first 6 to 8 years of life (Bowman, Donovan and Burns, 2001). Henry Schultz, Professor at the University of Chicago point out that learning starts in infancy, long before formal education begins and continues throughout life. Early learning begets later learning and early success breeds later success, just as early failure breeds later failure. Success or failure at this stage lays the foundation for success or failure in school, which in turn leads to success or failure in post-school learning. Recent studies of early childhood investments have shown remarkable success and indicate that the early years are important for early learning. Moreover early childhood interventions of high quality have lasting effects on learning and motivation. Shonkoff Jack P stresses on the importance of early childhood education by mentioning that ‘Investment in early childhood development lays the foundation for a prosperous and sustainable society. The first years of life are important, because what happens in early childhood can matter for a lifetime. Science shows us what children must have and what they need to be protected from, in order to promote their healthy development. Stable, responsive, nurturing relationships and rich learning experiences in the earliest years provide lifelong benefits for learning, behavior and both physical and mental health.’ In early childhood, learning is at ‘flood-tide’ and is particularly crucial during the first three or four years after birth, affecting the every architecture of the brain and our dispositions to think and act, thus building life-long habits of mind. It has been shown that early childhood education can be a major input into a child\’s formal education. A number of studies link it to increases in school readiness for primary school, and it has been shown that school readiness is an important predictor of early school achievement (Forget-Dubois et al 2007). One review of 36 studies of ECE effectiveness in small-scale demonstration and large-scale public programs—each study comparing participants with a control group of non-participants—finds \”overwhelming evidence that ECCE can produce sizable improvements in school success.\” (Barnett 1995, pg. 40)Further, early gains in school readiness due to early childhood education have been shown to have enormous positive economic and social impacts lasting well into adulthood, from higher educational attainment and less chance of involvement in criminal activity, to higher status employment and higher earnings (Schweinhart 2007; Sparling, Ramey and Ramey 2007). James Heckman, Nobel laureate in economics from the University of Chicago, reviewed the literature and found that the long-term, economic return on investment in high-quality Early Childhood Education programs is more than 8 to 1 (Heckman 2000). Summarizing the few longitudinal studies and many short-term studies of ECE interventions, Heckman argues the important lesson to take away from successful early childhood interventions is that social skills and motivation are a young child\’s most easily life-altered attributes, even more so than IQ. Further, social skills and motivation have large impacts on school performance. In his view, a student with strong social skills and motivation tends to acquire a higher level of education. Then, with all three attributes (social skills, motivation and education), the individual becomes highly valuable in the work place. Heckman concludes, \”We cannot afford to postpone investing in children until they become adults, nor can we wait until they reach school age—a time when it may be too late to intervene. Learning is a dynamic process and is most effective when it begins at a young age and continues through to adulthood.\” (Heckman 2000, pg. 50) A good quality early childhood education program should be a multi-dimensional educational program with a focus on the holistic development of children in the early stages of their childhood and have the following characteristics: • it should be built around a good learning environment with an effective, well-thought out curriculum; • it should begin at an appropriate starting age; it should be provided in a physical space that is safe and one that has certain specialized facilities; • it should be given by professional care givers, attentive to the individualized needs and progress of the child, and, if possible, it should include the involvement of parents. \”While no single curriculum or pedagogical approach can be identified as best, children who attend well-planned, high-quality ECE programs in which the curriculum aims are specified and integrated across domains tend to learn more and are better prepared to master the complex demands of formal schooling.\” (Bowman, Donovan and Burns 2001, p. 7-8 I strongly believe that early childhood education is important because if the needs of children are not met in the earlier years of life, it leads to behavioral problems and various other physical and mental disabilities in later life. Childhood education being holistic focuses on the intellectual, social, emotional and physical development of children which is of utmost importance for the sound growth of children. Early childhood education encourages aesthetic appreciation. It also encourages independence and creativity by providing the child with sufficient opportunities for self-expansion. Childhood lays the foundation for adulthood. The seeds are sown during childhood. The adult only harvests what has been sown. It is very important to sow the right seeds during the early childhood stage. Our children are our future leaders. The health, welfare, and growth of any country will depend upon the young minds that are currently being shaped. Without early childhood education programs, the children who benefit the most from them may lose opportunities to realize their greatest potential in life.

Brief Biodata of Presenter:

Remediana Dias is the Chairperson of Vision Education Society, Goa, India. http://dyslexiagoa.wordpress.com She is a Dyslexia Specialist by qualification. She began her teaching career in 1995 as a Special Educator in Holy Childhood Special School, Goa. With over 12 years of teaching experience in different parts of the world, she decided to start her own NGO in 2009 to train teachers in handling pupils with dyslexia and help pupils with learning difficulties. She regularly contributes various articles on Special Educational Needs to magazines.

WES 2012 :: Inquiry Learning Projects: Organizing Themes and Sample Units for Philippine Progressive Schools

WES Track: School Track

Title of Paper: Inquiry Learning Projects: Organizing Themes and Sample Units for Philippine Progressive Schools
Author Name: Juliet Aleta Villanueva
Email: j.aleta.villanueva@upou.edu.ph
Organization: University of the Philippine Open University
Address:  AA5 Unit 203 Hardin ng Rosas UP Campus Diliman QC, Quezon City. 110, Philippines

Abstract:

Coherent inquiry learning happens through projects with organizing themes and concepts which make for meaningful teaching with and learning among children. This paper presents the organizing themes of the Builders\’ School, a small progressive school in the Philippines. The organizing themes were inspired by UNESCO\’s Four Pillars of Learning which allows for learning projects attuned to Philippine History, Culture and Global Citizenship. Chosen learning projects are identified across the grades, with big ideas and key concepts to make learning to learn skills happen through a cycle of inquiry. The paper shall briefly trace the roots of the key features of the school program and how the progressive philosophy provides a solid foundation for innovative approaches such as inquiry and project based learning. It presents sample learning projects implemented among the primary and upper gradeschoolers at the Builders\’ School. The study provides a framework through which other local schools in the Philippines can do project based learning with topics suited to the context of Filipino learners.

Brief Biodata of Presenter:

Aleta is an Assistant Professor at the University of the Philippines Open University (UPOU), handling online courses with the Faculty of Education. She is also Program Chair of the Associate in Arts Degree at UPOU. Aleta has been a gradeschool teacher most of her life and a co-founder of the Builders\’ School, a small progressive school in the Philippines. As curriculum consultant, she crafts Social Studies inquiry learning projects, and handles online and curriculum documentation. Aleta earned her Bachelor of Elementary Education and Masters in Community Development at the University of the Philippines and is now pursuing a doctoral degree in Curriculum Studies. Her current research interests are: curriculum integration and inquiry learning, K-12 hybrid schools, virtual communities and platforms for blended online teaching and learning.

WES 2012 :: Rethinking of Management Education: A Necessity to Evolve a Perfect Match for Supply and Demand

WES Track: Higher Eduaction

Title of Paper: Rethinking of Management Education: A Necessity to Evolve a Perfect Match for Supply and Demand
Author Name: Dr. Jesiah Selvam
Email: sjesiah@yahoo.com
Organization: Department of Management Studies, Francis Xavier Engineering College
Address: Francis Xavier Engineering College, Vannarpettai, Tirunelveli, Tamil Nadu, 627003, India

Abstract:

Management education has become a major role player catering to diversified needs of economic growth in the light of globalization. Management education per se all over the world has facilitated economic growth to a great extent by producing talented managerial professionals from Business Schools. Nonetheless, the quality and content of management education have been quizzed by corporate business houses. Due to globalization and the changing scenario, the need to further strengthen the overall quality of management education contributing for all sectors is undoubtedly the highest priority. A holistic approach on management education has become indispensable in order to build up the capable manpower meeting successfully the challenges of the new order of business world. The need of the hour is that all B-schools diversify not only their programmes to match the current needs, but also make rapid strides in terms of qualitative improvements in the area of social and economic entrepreneurship, corporate social responsibility and then disseminate knowledge and delivery system. It would be achieved if the government and private players rethink and rejuvenate the present set-up of management education. The presently used conditions for eligibility of admissions, teaching and learning process, magnitude of industry-institute interface, recruitment and selection of faculty members, formation of intellectual capital and evaluation system requires changes for further complete improvement. This paper encompasses the expected components rethinking and defining altogether a new system of management education that supplies highly employable and dynamic human resources befitting the demand of the most complex and fast growing business.

Brief Biodata of Presenter:

Dr. Jesiah Selvam, who is Professor and Dean in Department of Management Studies, Francis Xavier Engineering College, served as Director in Indian Academy School of Management Studies(IASMS), Bangalore. Previously he served for the various higher education institutions and Universities abroad under UNDP Projects. He published many articles in the internationally an nationally reputed journals including “Economic Reforms and its Impacts in Ethiopia” published in African Development Review, Blackwell publishers, Oxford. His book on “Privatisation of Public Sector Undertakings: Experimentation Abroad” has been kept in Parliament library as one of the reference books for policy makers. He is a member of Board of Examination, Bangalore University and a member of Board of Examination for Doctoral degrees in various universities. One of his Research Papers on “Response of Higher Education to Globalization: Empirical Evidences from India, Journal of Educational Planning and Administration” has hit Top Ten Papers for Journal of Labour: Human Capital and for Journal of ERN: Government Expenditure and Education, Social Science Research Network(SSRN). Above all Dr. Selvam is the Chief Editor for Indian Journal of International Business, an Editor in the International Journal of Quantitative Techniques and Development Research and a member of Editorial Board of International Journal of Poverty, Development and Growth.

WES 2012 ::INTERNATIONAL BUREAU OF ACADEMIC STANDARDS (Engineering & Technology)


Title of Paper: INTERNATIONAL BUREAU OF ACADEMIC STANDARDS (Engineering & Technology)
Author Name: Dr. R. KRISHNA MURTHY
Email: dr_rkm@yahoo.com

Designation:Retired Joint Director of Technical Education
Organization: Directorate of Technical Education, Karnataka
Address:  No. 53, 3rd Main, 1st Cross,
Ramanjaneya Nagara, Chikkalasandra
BANGALORE, kARNATAKA. 560 061
India

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Abstract:

INTERNATIONAL BUREAU OF ACADEMIC STANDARDS IN HIGHER EDUCATION (Engineering & Technology) R. Krishna Murthy ABSTRACT The growth of engineering and technology education globally is phenomenal especially in the last decade. The number of institutions and programmes that are offered has simply multiplied beyond comprehension and bears testimony. All over the world the universities and autonomous institutions seems to be vying with each as if they are in competition to offer programmes in tune with latest developments with attractive titles. On the other hand the accreditation bodies are busy articulating the policies, procedures and practices to achieve quality in higher education. A study of the approved programmes and curricula offered around the world instantly conveys a message that there is a dire need to standardize the same. The task is stupendous and requires the active cooperation of all countries and universities to join hands towards creation of a global order in the system for the benefit and satisfaction of all stake holders. Like wise the accreditation. An idea of “International Bureau of Academic Standards in Higher Education (Engineering & Technology) is mooted. The body to encompass all activities ranging from lying down the international norms and standards; infrastructure, human resource, the programme and curricula and also of accreditation practices. The standardization is akin to a language that every body speaks and means the same thing and understands. Has scope for highest creativity and is not a stereotyping exercise. One of the task concerning the programme and curricula for the Bureau is to catalogue the entire UG programmes offered all over the globe, standardize and code them. Similarly, entire gamut of the courses to be catalogued, standardized and coded in the groups of; basic, mathematics, prerequisites (including inter disciplinary), professional core, electives, and advanced courses. This will; pave the way for all universities to design a programme and its curricula listing the bureau code along with their own that will go to establish the equivalence instantly. This will also help the students opting for reading programmes to establish its global equivalence. Next step will be to identify the main fields or programmes for award of degrees and define the variants under each as programme streams which alone are mentioned in the degree certificates. Naturally this will limit the degrees to the main programmes, a practice in existence in IITs’. The various bodies have to affiliate, approve and accredit individual programme streams instead. This calls for amendments in rules and regulations. At the national level the approval or regulatory bodies to establish a “National Bureau of Academic Standards” wing for monitoring and adoption of global standards. This will pave the way for much desired international mobility through equivalence and practices. Like ISO and the national standards bodies which are involved in laying down product specification, manufacturing processes, performance characteristics / requirements, testing and evaluation methods, calibration and application of corrections, the IBAS (E&T) should do it for the programmes. The bureau to span to curriculum research and development activities in a big way to evolve a scientific base for the curriculum design which is generic in approach and leads to universal application irrespective of the fields. Only the quantum of generic content only has to be decided upon to arrive at the desired programme curricula. The generic content comprises of source, storage, transmission / transportation / conveying, transforming, conversion, control / limiting, application and resources (material, men and money). The paper elaborates on the generic approach. For illustration of standardization the AICTE listing of 210 UG degree programmes in its latest approval process hand book 2012-13 is take-up. A close scrutiny of the list makes one to naturally think of identifying the main engineering areas and group others under each. The serial numbers as per the AICTE list of UG programmes BE Degree in Electronics & Comm. Engineering BE Degree in Computer Science & Engineering 8.* Applied Electronics and Instrumentation Engg 39* Computer and Communication Engineering 9. Applied Electronics & Telecommunications Engg 40. Computer Engineering 17. Biomedical Instrumentation 41. Computer Engineering and Application 37. Communications Engineering 42. Computer Engineering. (Ind./Int.) 73. Electronics 43. Computer Networking 74. Electronics and Avionics 44. Computer Science 75. Electronics and Communication Engineering 45. Computer Science and Engineering 76. Electronics & Comm. Engg (Industry Integrated) 46. Computer Science and Technology 77. Electronics & Comm. Engg (Industry Integrated) 48. Computer Science and Systems Engineering 78. Electronics and Instrumentation Engineering 49. Computer Technology 79. Electronics and Telecommunication Engineering 50. Computing in Computing 81. Electronics & Comm. Engg (Microwaves) 51. Computing in Multimedia 83. Electronics and Communications Engineering 52. Computing in Software 84. Electronics and Computer Engineering 85. Electronics and Control Systems BE Degree in Information Science & Engineering 87. Electronics and Information Systems 47. Computer Science and Information Technology 90. Electronics and Telematics Engineering 123. Information Engineering 91. Electronics Comm. & Instrumentation Engg 124. Information Science and Engineering 92. Electronics Design Technology 125. Information Science and Technology 93. Electronics Engineering 126. Information Technology 94. Electronics Instrument and Control 127. Information Technology and Engineering 96. Electronics Tele Communication 118. Industrial Electronics BE Degree in Instrumentation Technology Engineering 122. Information and Communication Technology 128. Instrument Technology 155. Mechatronics 129. Instrumentation 156. Medical Electronics Engineering 130. Instrumentation and Control 16. Biomedical Engineering 131. Instrumentation and Control Engineering 157. Medical Electronics 132. Instrumentation Engineering 202. Telecommunication Engineering 133. Instrumentation Technology 210. VLSI System Design 80. Electronics and Telecommunication Engineering (Technologynician Electronic Radio) This is just a representative list 158. Medical Lab Technology Observations: 1. The government agencies have Cadre and Recruitment rules for appointments where in the recognized qualifications for each department are listed. A modification to the list is a long drawn process and is difficult. The applications with degrees beyond are liable for rejection 2. Establishing equivalence of programme or of course for mobility is not automatic. 3. It will be better to expand the list of basic programmes of Civil, Mechanical and Electrical in a scientific way. Electronics and Communication Engineering qualifies as 4th basic programme followed by, Computer Science and Engineering and others. 4. Here again a generic approach for classifying the programmes will help. The generic fields of engineering are; mass, energy and information. 5. The generic approach both in curricula and programme will lead to a knowledge matrix and guide in creation of many new knowledge. 6. The knowledge and knowledge areas are almost exploding, it is high time that a systematic approach is evolved for ordering the higher education system at least in engineering and technology. NOTE: One has to decide on core curricula and manage these variants through electives and advanced topics. If keen on having the degree awarded, it should be treated as a stream and mention in the degree certificate as is the practice in IITs’. The Curriculum Research and Development centre to closely scrutinize the contents, books prescribed and decide on the appropriateness of the programme title. Example: terms engineering and technology are used as synonyms and no need to award two degrees. Dr. R. Krishna Murthy

Brief Biodata of Presenter:

Dr. R. Krishna Murthy Retired Joint Director of Technical Education DTE, Karnataka Was Faculty, Principal at Government BDT College of Engineering, Davangere, and retired as Joint Director of Technical Education, Karnataka. Attended short-term courses, seminars and conferences, published papers in National and International journals. Had training at NIEPA, New Delhi, Administrative Training Institute, Mysore, attended seminars / workshops on ISO, NAAC and NBA. Instrumental in establishing the CET Cell system for admission to professional colleges in Karnataka, worked on many Committees of Government, Universities (Mysore and Kuvempu) and AICTE. Was Member; State High Power Committees for fixing intake for Engineering Colleges and Chairman Polytechnics (1989-91) in Karnataka. Did costing for State level Committee (1993) for fixing the ceiling on fee for Engineering Colleges in Karnataka,

 

WES 2012 :: Plagiarism in Higher Education: What can be done?

WES Track: Higher Education Track

Title of Paper: Plagiarism in Higher Education: What can be done?
Author Name: Dr. Kuldeep Nagi
Email: kuldeepn@hotmail.com
Organization: Assumption University
Address:  Huamak, Bangkok, Huamak. 10240, Thailand

Abstract:

Plagiarism is in the news every day. The mere thought of plagiarism makes students in universities very nervous. Many studies done in USA indicate that cheating is pervasive in many university courses. In one instance at the end of the semester 2010, 22 out of the 108 students enrolled in a class had admitted plagiarizing. Some might read that statistic and celebrate the effectiveness of Turnitin, a popular service that takes uploaded student papers and checks them against various databases to pinpoint unoriginal content. “Forget about cheating detection,” one faculty said in an interview. “It is a losing battle.” Collectively, those teaching English language courses in many ASIA and especially in Indian universities are also obsessed with plagiarism. However, there is a fundamental flaw in applying Western plagiarism rules to student studying in Asian universities. One of the major differences between the West and ASIA countries is that people in Asia are largely multilingual. English is not necessarily their mother tongue. It is also not taught in many schools outside the big cities. In many Asian countries English is also not necessarily the medium of instruction in elementary, middle and high schools. After graduating from high schools many students get admissions in public and private universities where English language is introduced as a part of their new academic life. Hence all of this preoccupation with plagiarism does little to help us answer the fundamental question: Knowing very well that English is not the first language of students what can the faculty members in Asian universities do about it? For this paper, term papers (TP) of students admitted into several IT courses in a Masters Degree program in a local Thai university were uploaded into Turnitin for checking. The data indicated that in more than 80% of the cases the students used information available on the Internet. In more than 50% of the cases they did not even bother to cite the sources. This paper also provides some remedies to solve the problems of plagiarism in higher education.

Brief Biodata of Presenter:

I was born and educated in India but matured and flourished in Seattle, WA, USA. I am an American citizen and recipient of Fulbright Fellowship Award-2006 in USA to work at Assumption University, Thailand. While working in Seattle Community College District (SCCD) in USA I also received Dan Evans Award for Excellence in Teaching. I worked as ICT faculty in SCCD for 10 years. I also worked as Microsoft & Cisco Technology Consultant in Seattle WA, USA for more than 10 years. Now I am working for College of Internet Distance Education (CIDE) at Assumption University, Thailand. After joining Assumption University in Thailand in 2006 I have written about 15 papers for IEEE and other international conferences. I was born and educated in India but matured and flourished in Seattle, WA, USA. I am an American citizen and recipient of Fulbright Fellowship Award-2006 in USA to work at Assumption University, Thailand. While working in Seattle Community College District (SCCD) in USA I also received Dan Evans Award for Excellence in Teaching. I worked as ICT faculty in SCCD for 10 years. I also worked as Microsoft & Cisco Technology Consultant in Seattle WA, USA for more than 10 years. Now I am working for College of Internet Distance Education (CIDE) at Assumption University, Thailand. After joining Assumption University in Thailand in 2006 I have written about 15 papers for IEEE and other international conferences. AWARDS: 1. 2006 Fulbright Scholar Award (1-year) from Council of International Exchange of Scholars) CIES, Washington D.C. USA. to work at Assumption University 2. 2006 Dan Evans Award for Excellence in Teaching, SCCD, Seattle, WA, USA

Other Details:

In the last 34 years I have presented and published about 20 papers. In the past I also have participated twice in eIndia conferences held in Delhi. Examples of 3 papers published in 2011 are listed below: xLearning- a new paradigm of on-line learning presented at IEEE sponsored SUSHER conference held in Kuala Lumpur, Malaysia, June 3-5, 2011 Quality Assurance (QA) in On-Line Learning Courses-A Case Study Presented at NIDA, Bangkok in the International Conference for Case Studies on Development Administration held on September 8-9, 2011 Interdisciplinary Research in eLearning- Exploring New Knowledge Domains Presented at INRIT-2011 organized by the Interdisciplinary Network of the Royal Institute of Thailand Under the Royal Patronage of HRH Princess Maha Chakri Sirindhorn and Supported by Thailand Chapter of the Internet Society, Bangkok, May 31-June1, 2011

WES 2012 :: Study of electronic assessment of descriptive, multiple choice and oral type of examinations

WES Track: Higher Education Track

Title of Paper: Study of electronic assessment of descriptive, multiple choice and oral type of examinations
Author Name: Rizwan Shaikh
Email: rizwanfshaikh@yahoo.com
Organization: Poona Institute of Management Sciences and Entrepreneurship
Address: Poona College Campus, Higayatullah Road, Camp, Pune, Maharashtra. 411001, India

Abstract:

The present invention is related to the field of automation of assessment of descriptive, multiple choice and oral type of examinations. The automation is done by use of electronic notepad, audio, video recording equipment and information communication technology tools. Customized and secured computer program utility is integrated part of the invention. Most of the available traditional and past assessment methods are manual. Some are automated mainly for multiple choice questions. In some of the methods, digitization of answer papers is done manually by scanners. This method is requires a lot of man power and is very expensive and time consuming as well and hence not feasible for examination system. At present, use of electronic note pad for digitization of answer papers is not implemented by any agency. Also, single system is not available for all the three types of examinations viz. descriptive, multiple choice and oral examinations. Moreover, automated system is not available for re-evaluation and self paper verification which is mandatory under RTI act. The invention is for automation of assessment of descriptive, multiple choice and oral examinations. The system provides collecting and capturing digitized data by three different ways. Use of electronic note pad for descriptive type, computer program for multiple choice examinations and audio, video recording & storage facility for oral examinations. The system transfers digitized data securely and store on remote central computing facility over internet/intranet. Soft copy of answers papers will be randomly coded and send for evaluation to authorized examiners through a secured computer program over internet. Evaluated sheets along-with marks and examiner’s comments will be received by the system at central computing facility. Re-evaluation, physical verification, and declaration of results are also functionalities of the present method.

WES 2012 :: Innovation Universities and Education Model to Fuel Intensive Research and Creativity

WES Track: Higher Education Track

Title of Paper: Innovation Universities and Education Model to Fuel Intensive Research and Creativity
Author Name: Yogesh Buchake
Email: yogesh.buchake@gmail.com
Organization: Know IT Pvt Ltd
Address: 1B, I-Space, S. No. 51, Bavdhan Khurd Off Pune- Mumbai Bypass Road Bavdhan, PUNE , MAHARASHTRA. 411021, India

Abstract:

Background: Harvard has been ranked as the top university in the world for the sixth consecutive year, while none of the Indian institutes of higher education figure in the latest edition of The Times Higher Education, world reputation ranking report. The United States dominates the rankings of 200 world class universities. So what and where our education system is going wrong? Year by year we are following the old educational system, either is it really help to build new India or attract the students for higher education. The purpose of education should be to prepare students for life not just for living. Now the aim of parents and teachers is to seek education that get their children’s good jobs, open overseas opportunities and make them rich. So this philosophy of education should change. When we are able to embrace by the western and US culture, then why not to embrace wonderful practices in education? In the western nations educators are worried that they are struggling to prepare students for the rapidly changing society even with latest practices and technologies. But, I strongly believe that Indian Universities are \’preparing students for our past\’, instead of future, with yesterday\’s practices and technologies. By 2050 India is expected to overtake China as the world’s most populous nation, and over the next five years will be responsible for nearly a quarter of the increase in the world’s working-age population. Already India has almost a third of the available labor supply in low-cost countries (NASSCOM and McKinsey 2005). These figures, pointing to India’s “demographic dividend,” represent an enormous competitive advantage for India in its emergence as an innovation economy, and as a potential world-class supplier of skills to the world. India has a growing shortage of skilled workers—caused largely by workforce development and education systems that do not respond adequately to the economy’s needs. So now onwards the big challenge is how to attract the students towards higher education. The Solution: Today’s education system is inadequate to meet the needs of tomorrow and focused on identifying changes essential to transform learning for each student. In research, universities have to create new possibilities; in teaching, they have to shape new people. To make the future students university authorities has to change the education model. Following are the key findings about how to redesign our current education model to a student-centered, customized learning model that will better attract, engage, motivate and prepare our students to be Creative, Career and Confidence ready. 1. Flexible: Anytime/Everywhere Learning (In contrast to a traditional system, learning is the constant and time is the variable, and students move at their own pace, which honors natural developmental differences) 2. Mastery- and Competency-Based Progression (Low-level knowledge/skill is not enough, students must demonstrate a much higher mastery level) 3. Ideal: Redefine Teacher Role (Teachers become facilitators and partners) 4. Innovative & Creative Learning (Students become leaders of their learning process.) 5. Interesting: Student Driven Learning Path (Transparent to every one) A university that moulds itself only to present demands is not listening to its historians. We have to more focus and provide the opportunities for personalized learning. Many decades-old policies are hindering innovative personalized learning models and those certain policies to be changed. Clearly, the innovative change is required in education model. A university that moulds itself only to present demands is not listening to its historians. The following policies will open the new door: 1. Customer Care or Counseling stations at each University by 24*7 2. Redefine Use of Time 3. Performance-Based, Time-Flexible State Assessment 4. Equity in Access to Technology Infrastructure 5. Funding Models and Incentivize Completion 6. Non-grade Band System Conclusion: To improve education and ensure that each student receives a personalized education and movement for scalable personalized learning is critical for our education and our nation to address the many achievement and economic challenges. Universities serve to make students think: to resolve problems by argument supported by evidence; not to be dismayed by complexity, but bold in unraveling it. The time is right for a true paradigm shift: Education stakeholders understand the need for change to meet today’s demands. The technologies now exist to bring personalized learning to scale. Further, students themselves want to learn in the way that helps them achieve their potential. This way the responsibility and opportunity for students will move beyond the current mass production and marginal reforms. The vision and the new model of universities for to make personalized learning available for all students to address the dropout rate and other issues facing our education system. In conclusion, there is extensive potential for creative learning and innovative teaching in Universities. Education is based on different interlocking structures and unless changes take place at different levels, it will not produce the desired results. Offering the right chances to develop students’ creative and innovative potential and effort in reducing barriers and improving the presence of enabling factors for creativity and innovation should be a priority, so as to support the shift towards a more creative and innovative education.

Brief Biodata of Presenter:

• More than 12 years Exp. and Excellent Knowledge of Education Industry • Completed MBA in Marketing as well as in E-business. • Experience is in Business/ Franchisee Development, Marketing and Promotion, Sales, Institutional, Government and Corporate tie ups. • Efficiently and creatively produce business plans, turnaround strategies and proposals. • Instrumentally hire, supervise and train staff and manages. • Effectively manage and consult in national and regional educational and service oriented organizations; coordinating financials, contract development and negotiation.

WES 2012 :: Security Apprehesion Of Wireless Technologies In Class Room Teaching

WES Track: Higher Eduaction

Title of Paper: Security Apprehesion Of Wireless Technologies In Class Room Teaching
Author Name: Amit Kumar Sanghi
Email: sanghiamit@yahoo.com
Organization: Govt. Engineering College Bikaner
Address: Govt. Engineering College Bikaner, Karni Industrial Area, Pugal Road, Bikaner, Rajasthan. 334004, India

Abstract:

Wireless technologies in our daily lives has made the classroom imminent. The Wireless technological environment allows instructors to replace the conventional blackboard and chalk classroom with a collaborative, networked, portable classroom environment. Wireless Technology provide a wide variety of new instructional possibilities, including collaborative presentations and whiteboard interaction, live audio and video, animated examples, independent and instructor-directed web surfing, and other powerful multimedia methods. However, there are several security and authentication issues that must be addressed before wireless devices can be used in any teaching scenarios. This paper addresses some of the popular applications of Wireless Technology that can be applied in classroom teaching and issues that should be taken care of while introduction of such devices to the classroom. Paper also proposed a system provides a secure and easily adaptable environment that allows for the development of secure e-learning applications which will significantly enhance the classroom experience for both instructors and students

Brief Biodata of Presenter:

Amit Kumar Sanghi is presently working as a Lecturer at Govt. Engineering College Bikaner from March 2005. He is pursuing his Ph. D. on “Enhance Video Quality over Wireless Network” from Suresh Gyan Vihar University, Jaipur. As a Lecturer, he has contributed many books, papers in journals and papers in National and International Conferences on MANET, QOS, Routing Protocols, etc. As an active member of Centre of Ethics & Indian Management, he has acted as Organizing Secretary in two Short Term Training Programs sponsored by Indian Society for Technical Education. He has conducted more than Twenty Short Term Courses for Border Security Force & Indian AIR Force. He is also a Coordinator of ‘O’ level course run under the DOEACC Society New Delhi. He is Awarded Certificate of Excellence by Prof. M.P.Poonia, Principal, Engineering College Bikaner, on the occasion of Independence Day in the year 2007 (15 Aug. 2007) He has attended many Short Term Courses viz Computer Network, Case Method of Teaching etc. He is an active member of Institution of Engineers (India), Indian Society for Technical Education, Computer Society of India and many other professional institutes. As a student, he significantly participated in NCC activities and is a recipient of NCC ‘C’ certificate, which remarkably adds to his qualification