scoping indian higher education for partnerships with australia

Scoping Indian Higher Education for Partnerships with Australia 1

Scoping Indian Higher Education for Partnerships with Australia About the Report

This report provides an overview of the higher education sector in India and the emerging trends. It also highlights the ways to increase collaborations between Indian and Australian institutes.

This report has been prepared by Synovate Business Consulting, the strategic business unit that assists clients globally to enter, evolve and expand in emerging and developed markets through fact based market analysis.

To prepare this report Synovate Business Consulting utilised statistics and information from a variety of sources. These are listed at the rear of this document.


ISBN 978-0-642-77913-7 (Print)

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Disclaimer:

The material contained in this report has been developed by the Synovate Business Consulting. The views and opinions expressed in the material do not necessarily reflect the views of or have the endorsement of the Australian Government or of any Minister, or indicate the Australian Government‘s commitment to a particular course of action.

The Australian Government accepts no responsibility for the accuracy or completeness of the contents and accepts no liability in respect of the material contained in the report. The Australian Government recommends users exercise their own skill and care and carefully evaluate the accuracy, completeness and relevance of the report, and where necessary obtain independent professional advice appropriate to their own particular circumstances.

In addition, the Australian Government, its members, employees, agents and officers accept no responsibility for any loss or liability (including reasonable legal costs and expenses) or liability incurred or suffered where such loss or liability was caused by the infringement of intellectual property rights, including the moral rights, of any third person.


Contents

Executive Summary .................................................................................................................................. 7

Higher Education in India: Sector Analysis .......................................................................................... 9

Importance of Education in India ....................................................................................................... 9

Levels of Education in India .............................................................................................................. 13

Expenditure on Education ................................................................................................................. 14

Growth in Universities ....................................................................................................................... 18

Growth in Higher Education Institutes ............................................................................................ 19

Regulatory Authorities and Accreditation Bodies .......................................................................... 21

Higher Education in India: Future Outlook ........................................................................................ 22

Enhancing and Sustaining Access to Higher Education ................................................................ 22

Universities as Fountain Heads of Excellence ................................................................................. 23

National Mission on Education through Information and Communication Technology ........ 24

XI Five Year Plan: Priorities and Objectives for the Higher Education Sector ........................... 26

Higher Education in India: State Level Analysis ............................................................................ 27

Higher Education in India: Research .................................................................................................... 31

Research Initiatives in Association with International Organisations/Universities ................. 31

Research Initiatives and Indian Universities ................................................................................... 34

SWOT Analysis: Research in India ................................................................................................... 37

Analysis of Students Opting for International Education ................................................................. 38

Outbound Students: India to Abroad ............................................................................................... 38

Attractiveness Drivers for Countries ................................................................................................. 43

Australia as a Destination for Education ......................................................................................... 45

Australia‘s Reform Program for International Education ............................................................. 47

Australian Universities: SWOT Analysis ......................................................................................... 51

Increasing Postgraduate Registrations in Australia ....................................................................... 53

Initiatives Taken By Other Countries to Promote International Enrolments ............................. 56

Steps for Promoting Collaboration Between Indian and Australian Universities ......................... 61

Prominent Modes of Collaboration between Indian and Australian Universities .................... 63

Collaborating—Key Benefits Sought by Indian Universities ........................................................ 65

Considerations for Collaboration ...................................................................................................... 66

Potential Challenges and Insights for the Path Ahead .................................................................. 67

Positioning Platforms—Stepping in for Collaboration .................................................................. 69

Ensuring Smooth Working Relationships........................................................................................ 71


Annexure A: State Profiles ..................................................................................................................... 72

Andhra Pradesh ................................................................................................................................... 73

Gujarat ................................................................................................................................................... 74

Tamil Nadu .......................................................................................................................................... 75

Maharashtra ......................................................................................................................................... 76

Delhi and NCR ..................................................................................................................................... 77

Orissa ..................................................................................................................................................... 78

Karnataka .............................................................................................................................................. 79

Madhya Pradesh .................................................................................................................................. 80

Uttar Pradesh ....................................................................................................................................... 81

West Bengal .......................................................................................................................................... 82

Annexure B: Institute Profiles ................................................................................................................ 83

Birla Institute Of Technology, Ranchi, Jharkhand .......................................................................... 84

Motilal Nehru National Institute of Technology, Allahabad, Uttar Pradesh ............................. 85

Vellore Institute of Technology University, Vellore, Tamil Nadu ............................................... 87

Manipal Institute of Technology, Manipal University, Karnataka .............................................. 89

Symbiosis Institute of Computer Studies and Research, Pune, Maharashtra ............................ 91

Symbiosis Institute of Business Management, Pune, Maharashtra .............................................. 92

Narsee Monjee Institute of Management Studies, Mumbai, Maharashtra ................................. 93

Xavier Institute of Management, Bhubaneshwar, Orissa .............................................................. 94

Management Development Institute, Gurgaon, Haryana ............................................................. 95

International Management Institute, New Delhi ............................................................................ 96

St. Xavier‘s College, University of Mumbai, Maharashtra ............................................................ 97

Lady Shri Ram College, University of Delhi ................................................................................... 98

St. Xavier‘s College, Kolkata, West Bengal .................................................................................... 100

Presidency College, Kolkata, West Bengal .................................................................................... 102

Presidency College, Chennai, Tamil Nadu .................................................................................... 103

Symbiosis Centre for Management Studies, Pune, Maharashtra ............................................... 104

Shaheed Sukhdev College of Business Studies, University of Delhi ......................................... 105

Narsee Monjee College of Commerce and Economics, University of Mumbai, Maharashtra 106

Christ University, Bangalore, Karnataka ....................................................................................... 107

Birla Institute of Technology, Noida, Uttar Pradesh .................................................................... 108

Shri Ram College of Commerce, University of Delhi ................................................................... 109

Loyola College, University of Chennai, Tamil Nadu ................................................................... 110

Brihan Maharashtra College of Commerce, Pune, Maharashtra ................................................ 111


Indian Institute of Management and Commerce, Hyderabad, Andhra Pradesh ..................... 112

St. Stephen‘s College, Delhi ............................................................................................................. 113

Madras Christian College, University of Chennai, Tamil Nadu ................................................ 114

Christ University, Bangalore, Karnataka ........................................................................................ 115

Fergusson College, Pune University, Maharashtra ...................................................................... 116

St. Xavier‘s College, Ahmedabad, Gujrat ....................................................................................... 117

National Academy of Legal Studies and Research, University of Law, Hyderabad, Andhra Pradesh ............................................................................................................................................... 118

National Law School of India University, Bangalore, Karnataka............................................... 119

Symbiosis Law School, Pune, Maharashtra ................................................................................... 120

Amity Law School, Delhi ................................................................................................................. 122

National University of Juridical Sciences, Kolkata, West Bengal ............................................... 123

Welcomgroup Graduate School of Hotel Administration, Manipal University, Karnataka .. 124

Institute of Hotel Management, Catering and Nutrition, Bangalore, Karnataka ..................... 126

Institute of Hotel Management, Catering and Nutrition, New Delhi ........................................ 127

FHRAI Institute of Hospitality Management, Noida, Uttar Pradesh ........................................ 128

Army Institute of Hotel Management and Catering Technology, Bangalore, Karnataka ...... 130

Christian Medical College, Vellore, Tamil Nadu .......................................................................... 131

Seth G.S. Medical College, Mumbai, Maharashtra ....................................................................... 133

St. John‘s Medical College, Bangalore, Karnataka ........................................................................ 134

Kasturba Medical College, Manipal, Karnataka ........................................................................... 135

Maulana Azad Medical College, Delhi .......................................................................................... 136

Birla Institute of Technology and Science, Pilani, Rajasthan ...................................................... 137

Institute of Technology, Banaras Hindu University, Varanasi ................................................... 138

PSG Institute of Technology, Coimbatore, Tamil Nadu .............................................................. 139

Indian Institute of Science, Bangalore, Karnataka ........................................................................ 140

Thapar Institute of Engineering and Technology, Pilani, Rajasthan.......................................... 141

Sri Ramaswamy Memorial (SRM) University, Tamil Nadu ........................................................ 142

Lovely Professional University, Punjab ......................................................................................... 143

Amity University, Noida, Uttar Pradesh ....................................................................................... 144

School of Planning and Architecture, New Delhi ......................................................................... 145

Maya Academy of Advanced Cinematics, Mumbai, Maharashtra ............................................ 146

Pearl Academy of Fashion, New Delhi .......................................................................................... 147

Foundation of Liberal and Management Education, Pune ......................................................... 149

Amity Institute of Microbial Technology, Noida, Uttar Pradesh ............................................... 151

National Institute of Nutrition, Hyderabad, Andhra Pradesh ................................................... 152


International Institute of Fine Arts, Modinagar, Uttar Pradesh ................................................. 154

Institute of Clinical Research India, New Delhi ............................................................................ 156

Institute of Insurance and Risk Management, Hyderabad, Andhra Pradesh .......................... 158

Whistling Woods International, Mumbai, Maharashtra .............................................................. 160

List of Abbreviations ............................................................................................................................. 161

Reference and Source list ...................................................................................................................... 165

Notes ....................................................................................................................................................... 167


Executive Summary The purpose of this report is to help provide an overview of the higher education sector in India and emerging trends. It also highlights the opportunities for higher education cooperation between Australia and India and some of the key steps needed to improve institutional collaboration.

Setting the scene

According to census data, India has the world‘s second largest population of nearly 1.21 billion people, with a growth rate of approximately 1.6 per cent per annum over the last ten years.

India‘s demographic structure presents a huge opportunity for education providers, especially in the area of secondary and higher education. A growing Indian middle class, as well as increased industry need for skilled professionals, has helped drive demand for technical education.

Although the Indian Government‘s focus has been largely towards developing primary or elementary education, quality and accessible higher education is essential to sustain the economic growth of India.

While there has been substantial growth in the number of universities and education institutes in India over the past five years, India is expected to witness a shortfall of 600,000 graduates1 over the next five years.

To help increase the number of graduates India requires an additional 1000 universities (in addition to the existing 530), 45 000 new colleges and 1.2 million school teachers. Currently only 40 million of the 210 million school children go on to college. Even with new higher education institutions, 150 million young people will still need to access quality vocational training.2

Private sector involvement has also increased over recent years and it is actively helping the government overcome financial, administrative and technical constraints in the higher education sector in India.

Research in India is one area that has immense potential, due to the availability of qualified workers and expertise. However, investment in research has not been high when compared to other countries. And although there has been a lot of research collaboration and exchange partnerships, there is still a lot of scope and need among Indian research institutes to establish collaborations with foreign institutes.

Indian students overseas

According to Institute of International Education, India has more than 175,000 outbound students and is the world‘s second largest exporter of students after China, which accounts for almost 240,000 students. The Indian outbound student market is primarily for postgraduate courses. About 70 per cent of Indian students who study abroad choose postgraduate courses. The United States (US), the United Kingdom (UK) and Australia are the preferred destinations for pursuing higher education and together account for almost 85 per cent of the market.

However, despite Australia having a rich heritage in quality international education delivery, as well as a diverse multicultural society (with over 240 different nationalities and one in four Australians being born overseas), Australia is perceived comparatively lower than the other two destinations in terms of education quality and cultural flexibility.

Moreover, Australia‘s reputation for being an ideal destination for vocational courses potentially harms its postgraduate registrations, with vocational courses perceived to hold lower value in India. For Australia to become a world leader in international higher education, it requires a shift in perception in these three areas.

One way to change these perceptions is to capitalise on India‘s need for new generation and emerging courses, such as


biotechnology and actuarial science. Australian institutes could potentially capitalise by increasing offerings in these high-potential streams to attract high calibre students.

Collaboration

Some educational institutions in India have established collaborations with foreign universities via a number of modes, including signing Memorandums of Understanding. However, without clarity of purpose or a clear and agreed plan of

action many of these collaborations have been unsuccessful. Therefore, it is important to have a clear purpose, plan of action and idea of the benefits sought from such collaborations to ensure smooth working relationships and significant benefits for both partner institutes.

Most importantly, it is essential to target specific institutes and establish collaborative programs in areas that will achieve a strategic match.


Higher Education in India: Sector Analysis Importance of Education in India

India’s Demographic Structure an Attractive Mix

India has the world‘s second largest population of nearly 1.21 billion3, which has been growing at a rate of about 1.63 per cent per annum4 over the past ten years. The present demographic structure of India presents a huge opportunity for education providers, especially in the sphere of secondary and higher education, since the percentage of the total population in the age group of 15–29 is comparatively high.

India currently leads with 28 per cent5 of its population in that age bracket compared to 24 per cent and 20 per cent in China and the US respectively. The young population, which lies between the age group of 15–24 years, is nearly 20 per cent of the total Indian population. This represents the potential target segment for higher education in India.


Expanding Indian Middle Class6

The Indian middle class is expected to grow significantly, from 300 million people today to 583 million people in 2025. By 2025, about three quarters of India‘s urban areas will be part of the middle class, compared to slightly more than one tenth today. As Indians continue to climb the economic ladder, the nature of their spending is likely to change significantly. Spending on education is expected to grow at a compound annual growth rate (CAGR) of 11 per cent over the next 20 years, reaching a level of 9 per cent of household income.

India: Potential Workflow Surplus7

Declining age-dependency ratios in the next few decades will enable India to fill gaps due to dwindling workforces in other countries, particularly developed countries. However, this will work to India‘s advantage only if it can leverage the benefits of an emerging knowledge society through education.

A strong education system is critical for meeting the challenges posed by demography, disparity and development, and for creating an empowered generation for the future.

With the growth of the Indian middle class and the increase in spending power, there is expected to be a major supply–demand gap, which opens up many entrepreneurial opportunities in this sector.

In fact, this is an area where cause and effect intertwine. Increasing enrolments in higher education would be expected to create greater opportunities for earning higher incomes, which would lead to more demand for higher education.

While the Indian economy is becoming stronger and stronger, the education system has to keep pace with the aspirations of 446 million people in the age group of 4–24, a demographic that has the potential to constitute one-fourth of the global workforce by 2020. Based on demographic and labour force projections, India would have a surplus of 47 million people in the working-age group by 2020, while the rest of world would see a shortage of 56 million in this age group.


Increasing mobility of the Indian workforce, and its unique demographic, can work in India‘s favour if the country upgrades the quality of its education and skill-set development, and increases the number of institutes to support inclusion of more students.

Countries with aging populations will gradually make up for declining workforces by raising the retirement age. However, some activities can be expected to shift to countries with more labour force participation, such as India.

This trend is already visible in the outsourcing of services and manufacturing. The Indian Information Technology-Business Process Outsourcing (IT-BPO) sector clocked revenues of approximately AUD $71.7 in FY 2010-11taking India‘s share in the global outsourcing market to 55 per cent.9Demand for skilled human resources has increased by 18 per cent per year, the demand for graduates over the next five years is likely to reach 13.8 million. But with only 13.2 million students graduating over the same period, India will face a shortfall of 600,000 graduates.10

This shows that there is a need for skilled and educated professionals, to help sustain the growth rate of the Indian economy for future years.

India stands at a critical juncture, when population dynamics have the potential to catapult it onto a trajectory of high growth and inclusive development. By 2023, India

will add 150 million people to its workforce (between the age group of 20 and 59)11. This will set consumption, savings and investment patterns on a new trend line, providing millions of people with the chance for higher incomes, better standards of living and higher quality of life. In this environment, inclusive growth, equity, and human development are major challenges faced by India today.

Translating potential into reality will require a concerted effort and providing higher education opportunities is a crucial factor in giving people better opportunities in life.

Supporting the large and growing pool of skilled professionals is important to help sustain the growth rate of the Indian economy for future years. This requires more investment in education infrastructure and increasing the number of specialised institutions to cater to the demands of aspiring students.

The proportion of India's population in the age group 18–24 that enters the world of higher education is still only 50 per cent of the average compared to Asia12. There is a wide gap that needs to be filled through creation of education opportunities and there is an implicit economic opportunity of setting up institutes for higher education.


Although there has been some investment by the private and government sector towards education in India, the supply is well short of meeting the increasing demand for skilled resources coming from industry.

It is hoped that there will be an increased appreciation of the benefits of investment in education, which leads to the creation of human capital and in turn raises the socio-economic development of the nation.


Levels of Education in India

In India, students typically start their formal education at the age of four, when they join a school or an informal education centre. Primary education continues until the age of 10 or grade 5, after which the student enters the upper primary level, starting from grade 6 to grade 8. The Indian Government lays emphasis on compulsory education up to the upper-primary level, also referred to as elementary education in India.

Secondary and senior-secondary levels in schools comprise of grades 9 to 12. This is the time when a student decides on their stream of further studies, after they have taken the central or board examination.

Higher education in India typically starts after the student completes either grade 12 at school, technical schools like Industrial Training Institutes (ITIs), or open school at an approximate age of 17 years.

There are multiple options available for students after completion of their senior secondary, grade 12 or polytechnic courses. Undergraduate courses in central or state universities, as well as open universities, have maximum enrolments and few students take up vocational courses after secondary education. Besides these, specialised professional and technical courses including B.Tech (Bachelor of Technology), BE (Bachelor of Engineering), MBBS (Bachelor of Medicine, Bachelor of Surgery), are also popular options for students.

Vocational education and training (VET) courses also represent a major segment of higher education that students have begun to show interest in over the past four to five years.


Expenditure on Education

Today, it is widely recognised that the 21st Century will be driven by knowledge and that a nation‘s competitive advantage in the global economy is sustained by a focused and innovative education agenda, along with a strong network of education institutions.

India needs to introduce a knowledge revolution that implements systematic changes in education infrastructure. The Indian Government has been increasing education expenditure at a rate of 8.3 per cent13 from 2003–09. According to the Ministry of Human Resource Development, public expenditure on education is expected to touch AUD $60 billion14 by 2012.

Private expenditure on education in India was estimated to be approximately AUD $50 billion15 in the year 2008. It is expected to reach AUD $84 billion by 2013.

Further, expenditure growth by private providers is expected to average approximately 11 per cent16 in the next 10

years. Involvement of the private sector is higher in the professional education space, with more than 1,200 private engineering colleges17, 300 business schools, and more than 140 private medical colleges18 in India at present. Today, a growing shift towards private schooling has seen close to 40 per cent19 of school children attending private schools.


Government Expenditure on Education

School education has been a high priority for the central government, with almost 49 per cent of total outlays on education allocated for elementary and secondary school education in the XI Five Year Plan (2007–2012)20. While there has been a positive shift towards higher education in this plan, with a budgeted expenditure of INR 849.4 billion (AUD $24.56 billion) 21, it is still expected to be around 31 per cent22 of the total education budget.

Role of Private Sector in Higher Education

Meanwhile, the private sector can only supplement, and not supplant, public expenditure on higher education.

Private sector involvement has been increasing over the past few years and it is helping the Government overcome financial, administrative and technical constraints in the higher education sector in India.

The current focus of the Government towards facilitating primary school and vocational education also presents an opportunity for private education providers to enter the higher education market.

It is important to realise that although primary and vocational education create the foundation, to be on the cutting edge of innovation and discovery an excellent system of higher education is still important.


Student Enrolment Trends

Student enrolments for higher education in India have been increasing at a constant rate of nearly 5 per cent per annum and reached 14.3 million23 in 2010-11. Recent enrolments24 in India are predominantly in humanities (nearly 44 per cent), science (nearly 20 per cent), and commerce (nearly 20 per cent).

Although the highest enrolment in higher education is in the humanities stream—particularly by students in Tier II and Tier III cities—this doesn‘t represent the actual demand in terms of course acceptance. The main motive is often to obtain a degree,

rather than pursue humanities-related careers. Since humanities stream is considered the easiest one to obtain a higher education degree, students enrol themselves in this steam. Recently, most courses in the field of science, engineering and commerce have gained prominence, with graduating students accepted into corporate organisations in India and internationally.

Enrolments in the professional education sector have seen a high growth rate in the past few years, due to demand for skilled professionals in engineering, management and medicine.


Diploma courses on the other hand, have had comparatively less demand, due to the negative perception of their value among the general public and business organisations in India.

Also, total enrolments at graduate level represent about 89 per cent25 of total higher education enrolments each year. Hence, it can be said that the demand for higher education at graduate level is much higher as compared to that for post graduate, research and diploma courses.

Enrolments in other higher education streams like education, agriculture and

veterinary sciences stand at a mere 3 per cent of the total higher education sector and has shown minimal growth lately. In India, the total enrolments in affiliated colleges are about nine times as much as in university colleges at graduate level.

Research courses in India have less demand. This is mainly because of lack of infrastructure as well as low incentives in terms of available jobs or pay. Other specialised streams like veterinary sciences, agriculture, law and medicine have a small share of enrolments in India.


Growth in Universities

Various Types of Universities in India

Central Universities and State Universities: These universities receive funding by the Government and are responsible for allocating budgets to various affiliated government colleges. They also design the course content and manage the examinations centrally for their respective colleges.

Deemed to be Universities: These institutions are given ‗deemed to be university‘ status by the Central Government on the recommendation of the University Grants Commission (UGC). Once this status has been granted, the university has complete autonomy to design its own course content, introduce new courses and establish new campuses. However, it does not have the power to grant affiliation to other colleges and institutes.

During 2000–2005, only 26 private-sponsored institutions received the deemed university status26. But since 2005, the number of private deemed universities has increased to 10827.

Private Universities: These are established by various state governments through their own legislation, but operate as autonomous institutions in terms of managing committees, professional development and course design.

Institutes of National Importance (INI): These institutes are declared as such by the Government of India under an Act of Parliament and are empowered to award degrees. They include the Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), All India Institute of Medical Sciences (AIIMS) and National Institutes of Fashion Technology (NIFTs). The Government separately allocates budgets for these institutions.


Growth in Higher Education Institutes

India has a total of approximately 31,324 27Higher Education Institutes (HEIs) excluding VET, catering to meet the demand of 13.628 million students at present. The growth of private unaided institutes has been phenomenal in the past four years, where capacity in terms of number of seats offered has doubled since 2004–2005. Also, the share of private unaided institutions—out of the total number of HEIs—increased from 25 per cent in 2000–01, to 55 per cent in 2009-10 29. Private unaided institutions have also been specifically targeting the professional education segment, which has a greater demand-supply gap.

In the past few years, the number of students enrolling in government colleges has been falling. The share of enrolment in these institutes fell from 34 per cent in 2006-07 to 24 per cent in 2009-10.30

Even though various private-sector colleges have seized the opportunity to meet the demand for HEIs, there is still a need for additional centres of excellence in the fields of engineering, humanities, science, commerce and other emerging courses. India is expected to see a shortfall of 4 million seats by 2015 and 7 million by 202031, which means that these opportunities are open for the private sector to enter the education market of India. The National Knowledge Commission (NKC) has struck the right chord by recommending the creation of 1,500 colleges and additional universities, to reach a 15 per cent gross-enrolment ratio by 2015.


There are large disparities in enrolment rates across states, urban and rural areas, sex,, caste and wealth levels in the higher education sector in India.

Around 15 per cent of India‘s youth are getting higher education, as compared to the world average of 23 per cent and developing country average of 36.5 per cent32. Similarly, Australia has a goal of providing degree qualification to 40 per cent of the population 25 to 34 years by 2025, with 20 per cent of undergraduate enrolments coming from low socioeconomic status groups by 2020.

The fact that 85 per cent of India‘s youth are not getting higher education creates a good opportunity for the private sector to enter the higher education market.

Facts about Demand–supply Gap33

37 per cent growth in higher education is needed as per five year plan while the actual figure is 11 per cent. Demand for higher education is expected to increase to about 13.8 million over the next five years while shortfall in number of seats required would be almost 600,000 over the next five years.


Regulatory Authorities and Accreditation Bodies

Ministry of Human Resource Development

T he Ministry of Human Resource Development (MHRD) functions under the overall charge of the Human Resource Development (HRD) Minister, who is assisted by two Ministers of State, one from the Department of School Education and Literacy and one from the Department of Higher Education. MHRD is responsible for laying down national policy on education

as well as planning implementation, including expansion of access, qualitative improvement of universities and technical education. Other focus areas of MHRD include development of Indian languages, scholarships, promotion of books, administration of copyrights acts, and international cooperation in the field of education, including with the United

Nations Education, Scientific and Cultural Organisation (UNESCO).

Accreditation Bodies

The National Assessment and Accreditation Council (NAAC) and the National Board of Accreditation (NBA) are the two key entities for accreditation in India. NAAC has been set up by the UGC for accreditation of higher education institutes, while NBA has been set up by the All India Council for Technical Education (AICTE) for accrediting programs in engineering and other related areas. Similarly, the Indian

Council for Agricultural Research (ICAR) has been established to accredit agriculture institutions.

All universities in India require accreditation by law, unless it was created through an act of parliament. Accreditation is provided for a period of five years, after which an institute may seek re-accreditation by NAAC or the other relevant body.


Higher Education in India: Future Outlook Enhancing and Sustaining Access to Higher Education

The UGC supports the universities and colleges in their development by making budgetary provision for various programmes.

The provision of a General Development Assistance programme by the UGC is intended for the overall development of the Universities, covering aspects like enhancing access, ensuring equity, imparting relevant education, making management more effective and transparent, enhancing facilities for students, augmenting research and any other plans of the Universities. To meet the requirements of the university in terms of infrastructure, salary of staff, recruitment, books and journals, campus development, innovative research activities, student‘s amenities, new extension activities and ICT requirements, financial assistance is provided by the UGC under this

Development Assistance. As many as 16 schemes have been merged with the General Development Assistance for Universities and Colleges and separate allocations have been made for these schemes.

Grants are also provided to universities and colleges to encourage educational development of minorities, backward castes, girls and other relatively under-developed categories.

Although the development of the State Universities is primarily the concern of State Governments, development grants, including grants under special schemes, are being provided to eligible state universities by the UGC. Such grants facilitate the creation, augmentation and upgradation of infrastructure that is not normally available from the State government or other sources of funds.


Universities as Fountain Heads of Excellence

To achieve excellence in teaching and research, the UGC has identified Universities with potential for excellence. Over the past few years, universities such as, Jawaharlal Nehru University (JNU), Hyderabad University, Madras University, Pune University, Jadavpur University, Madurai Kamraj University, North-Eastern Hill University (NEHU), University of Mumbai and Calcutta University were given the status of universities with potential for excellence. Six more universities are under assessment for being granted this status.

The UGC identified 149 colleges with potential for excellence across the country to support them financially and to improve their academic/physical infrastructure, adopt innovation in teaching, and to enhance the quality of the learning and teaching process by introducing a flexible credit based evaluation system. The colleges which are 10 years old or more and accredited by the National Assessment and Accreditation Council (NAAC) are eligible for this status. To date 246 colleges have been accorded this status. To meet the target of the selection of 119 more colleges for this status, proposals have been invited from colleges through Universities, and are under consideration.34

The Special Assistance Programme (SAP) of the UGC identifies and supports university departments that have the potential to undertake quality teaching and research in various educational disciplines including allied disciplines. The programme undertakes projects that are relevant to societal needs and have society and industry interaction. It makes research a catalyst for good teaching and encourages introduction of new courses relating to identified thrust area. Besides these, it enhances infrastructural facilities to utilize the output of research for the development of the nation and the society. It trains and creates quality human resource in the identified thrust areas.

The UGC has established autonomous Inter University Centres to provide common advanced centralized facilities/services for universities which are not able to invest heavily in infrastructure and other inputs. They play a vital role in offering the best expertise in each field to teachers and researchers across the country and provide access for research and teaching community to the state-of-art equipment and excellent library facilities which are comparable to international standards.

In order to support the concerted efforts on the upscaling of quality in higher education and in keeping with the intent inherent in section 12(J) of the UGC Act, the UGC has made a new initiative for enhancing faculty resources of universities. The objective is to enlarge and deepen the learning process in universities in India by enlisting the help and cooperation of professionals and experts from outside the university and college mainstream in the quest for excellence. The target groups from amongst whom such rich resources can be identified are professionals and experts from research organisations, Central and State, public undertakings, business corporations both industrial and trading, Non Resident Indians (NRIs) and Persons of Indian Origin (PIOs) working with overseas academic, research and business organisations, and overseas academicians and researchers having a demonstrated interest in Indian education. The UGC implements a bilateral exchange program in the field of higher education between India and foreign countries. These bilateral programs are aimed at cultural and educational exchange wherein scholars and faculty travel between countries to teach, attend seminars, discuss mutually beneficial partnerships and other purposes related to higher education.


National Mission on Education through Information and Communication Technology

The Ministry of Human Resource Development (MHRD) has announced reforms to the education system aimed at standardizing all levels of education via its National Mission on Education through Information and Communication Technology (NMEICT). NMEICT is an important step of the Government of India through which the socio-economic condition of the under-privileged can be enhanced.

The proposed mission will expand the existing education help line – ‗One Stop Education Portal‘- ―SAKSHAT‖ to include various online services. The helpline will endeavour to cater to the needs of the entire learning community by extensively utilizing e-learning concepts and Information and Communication Technology (ICT) based methodology. ―SAKSHAT‖ shall be fully

equipped with intelligent navigation techniques for easy and smooth browsing. The educational portal will integrate the scholarship programme of the MHRD and ensure disbursement of scholarships electronically. The new website will promote high quality e-content using animation and multimedia technologies in order to make learning interesting and facilitate clarity of concepts to the learners.

The methodology for implementation of NMECT includes content generation, creation of interesting interfaces, formation of delivery models, testing, evaluation & monitoring and certification. After the implemenation, bottlenecks and other problems shall be identified and addressed. Standardization will be a cross-cutting feature of the implementation methodology. Below is a figurative description of the implementation methodology of NMEICT.


The Mission shall encourage support and welcome every intellectual and agency, whether Non-governmental or Governmental, to contribute to the growth and development of the portal. The mission shall devise a mechanism to evaluate the contents developed by the above said intellectual or agency, in order to ensure the authenticity and the quality of contents. Since, running the portal is a continuous and mammoth task, the mission may entrust the responsibility for development and maintenance of the portal to a governmental body identified by it. This body shall work under the supervision of the Mission. The Mission shall provide the body with financial and technical support.

The Mission would also undertake quality of assurance of e-learning content and evolve standards required for content and evolve standards required for content creation, delivery and management. It would also carry out Research and Development (R&D) in specific important areas of content creation and management for enriching quality process. It would promote multi-institutional involvement for research activities and dissemination of quality awareness.

Setting up of virtual laboratories and finishing schools would be encouraged and facilitated by the Mission, so that the learners in the distance education system and those in remotely located educationally backward areas can reap the benefit of quality and relevant education, through ICT. These laboratories shall provide a platform for students to conduct

experiments in a virtual environment and enhance their capabilities.

Another objective of the Mission would be to extend support for building a knowledge network among the institutions of higher education and seamlessly integrate this network with the Integrated National Knowledge Network in the country to ensure free availability of knowledge to all users. To ensure access of the knowledge e- material to students, the Mission shall provide computers and broadband connectivity to all educational institutions of higher learning. The ultimate goal is to make broadband connectivity available to each citizen free of cost for educational purpose.

In order to empower the teachers and learners, at a disadvantage on accounts of lack of digital literacy, the Mission, would help agencies launch a mass movement to spread digital literacy for teacher empowerment so that they can use the computer and access e- devices, which are necessary to browse through e- content and the world of knowledge available in cyber space and spread education among the masses.

Also to take the benefits of ICT enabled learning to the masses; the Mission would encourage and support research for achieving technological breakthrough innovations for development of very low cost and low power consuming access devices, authoring tools for contents, development of software, navigation tools and new technologies for creation of virtual laboratories and other electronic means for facilitation of e- mode of distance education.


XI Five Year Plan: Priorities and Objectives for the Higher Education Sector

Economic Policy in India at high level is guided by five-year plans, which are developed, executed and monitored by the Planning Commission of India. With the Prime Minister as the ex-officio chairperson, the commission has a full time Deputy Chairperson, who has the rank of a Cabinet Minister. The tenth plan completed its term in March 2007 and the eleventh plan is currently underway.

Objectives of the XI Plan

Increase by 5 per cent the number of students who enter graduate studies after completion of high school secondary education. That is an increase of seven million enrolments when compared against current enrolments. Establishing 30 new central universities, setting up 30 medical and engineering colleges in central universities, and opening a tribal university.

Strengthen the infrastructure of 6,000 private unaided colleges and 150 universities.

Create eight new IITs, 20 National Institutes of Technology (NITs), 20 Indian Institutes of Information Technology (IIITs), three Indian Institutes of Science Education and Research (IISER), seven IIMs, and two Schools of Planning and Architecture (SPAs).

Set up 370 new state colleges. Expand and upgrade 200 state

technical institutions. Increase capacity of existing IITs and

IIMs by 200 per cent. Strengthen existing polytechnics and

create 1,000 new polytechnics (300 by state governments, 300 in public–private partnership mode and 300 by private sector) and 50,000 skill-development centres.

Create incentives to state government for expansion/upgrade of existing and new universities/professional institutions.

Greater public and the private sector interface in higher and technical education.

More foreign collaborations, bilateral agreements and open doors for quality foreign education providers.


Higher Education in India: State Level Analysis

States with high university enrolments, high government expenditure and large numbers of universities are selected as the key and upcoming centres of higher education in India. As 58 per cent of all HEIs in India are located in six of the 10 selected states, highlighted in Figure 6, they truly represent the majority of the Indian education sector.35

These selected states have been showcased in this report, with major focus on the enrolments, prominent institutions, recent developments and initiatives, as well as budgeted higher education expenditure. AUD $2.02 billion has also been set aside in the XI plan for this proposal.

Key Initiatives Proposed

As a part of the XI Five Year Plan of the Government, 14 world-class universities have been proposed to be set up. The following tables give a snapshot of the identified locations.

A new scheme for creating incentives for state governments, to expand existing institutions and start new institutions of higher education, has also been put forward. Under this centrally sponsored scheme, the Government of India will provide one-third of the capital cost of establishing new institutions or expansion by the state governments.


The government also plans to set up 30 new central universities in 14 states36. Out of these 30, three extant state universities would also be upgraded to the central university status.

The government is focused on setting up institutes across India for technical education. The proposed institutions are shown in the following table.


Higher Education in India: Research India has a high number of qualified scientists and expertise in many research areas. This provides other countries with an opportunity to collaborate with Indian researchers and to carry out studies that would be in the interest of both the countries. Exchange of technical expertise is also necessary for global development.

Despite government emphasis on research, India‘s investment in research and development is only about 1 per cent of the GDP compared to 2.65 per cent in South Korea and 1.3 per cent in China.

Investment by the private sector in India, in the field of research, is also very limited. Improper use of funds and a lack of scientific auditing are also hampering the performance of the research sector in India.

It is very important for the key research centres in India to collaborate with other foreign institutes to share resources and have knowledge-transfer partnerships. Lately, there have been a lot of research collaborations and exchange partnerships among institutes, but there remains a lot of scope to realise further synergies.

Research Initiatives in Association with International Organisations/Universities

India and US Research Links

The Indo-US Science and Technology Forum (IUSSTF) is an autonomous, not-for-profit society that promotes Indo-US bilateral collaborations in science, technology, engineering and biomedical research through substantive interaction between the government, academia and industry. As the organisation provides grants, the principal objective is to provide opportunities to exchange ideas, information, skills and technologies, and to collaborate on scientific and technological

endeavours of mutual interest that can benefit mankind at large.

The Indo-US Research Academy is a platform for students from IIT Kanpur, Pune College of Engineering, and Rensselaer to exchange research findings. Together, scholars explore research in three areas: energy and environment; electronics and devices; and modelling and simulation. Faculty from IIT, Pune College of Engineering and Rensselaer also take lectures in these fields.

The Indo-US Research Fellowship Program introduces Indian scientists and engineers to international collaborative research opportunities in the early stages of their careers, furthering their research capacity and forging long-term relationships with researchers in the US. It is a joint initiative of the Science and Engineering Research Council (Government of India) and IUSST.

India and Canada Research Links

Canada International Development Research Centre (IDRC), a founder of global development research, has outlined a new capacity-building initiative to increase the ability of research institutions to shape economic and social policy. IDRC seeks applications from research institutions focusing on socioeconomic policy in five south Asian countries, including India.

Under another initiative, the University of Alberta announced a partnership with IIT Bombay that saw students and faculty from both institutions working closely on health and energy issues. Under this partnership, Canadian researchers also travel and work with their counterparts in India through summer-school programs, joint-research initiatives and joint professorships in nanotechnology and other energy exchange programs.


India and UK Research Links

As a part of the UK-India Education and Research Initiative (UKIERI), joint-research projects are being carried out by universities in the UK and India. This is aimed at building closer cooperation between researchers and academics to enhance knowledge transfer.

British Telecom (BT) is supporting a team of British and Indian researchers on an AUD $19.6 million project to develop 'next generation networks‗, for developing the digital economy. This collaboration between UK and Indian governments, universities and ICT specialists will work to develop next generation telecom networks, ICT services and applications in the two countries. It will also work on wireless sensor networks, which could aid healthcare and early warning weather systems in rural areas. Funding will be used by the India-UK Advanced Technology Centre (IU-ATC) to drive collaborative research and sharing of new communications technology between India and the UK. The IU-ATC consortium currently comprises nine UK universities, six Indian research institutes, seven industry partners in both countries including BT, Infosys, Wipro, Sasken, Tejas and Midas, and a number of small business partners.

India and Germany Research Links

The Indo-German Science and Technology Centre (IGSTC) is an initiative through which the German Federal Ministry of Education and Research and the Indian Ministry of Science and Technology provide financial resources for joint research and development projects. IGSTC was founded on 23 April 2006 by the heads of governments of both countries.

The German Research Foundation (GRF) and the Indian Department of Science and Technology (DST) are working on improving the opportunities for German-Indian collaboration in all fields of research.

Building on the joint agreement of October 2004, GRF and DST have now launched the second initiative to jointly fund bilateral projects. This will also enable scientists in Germany to submit proposals for German-Indian collaborative projects in all subjects specified under GRF‘s ‗Individual Grants Program‘.

The German Federal Government has launched a campaign titled ‗India and Germany: Strategic Partners for Innovation‘ to facilitate mutually beneficial research and development collaborations between Indian and German research organisations. The campaign will showcase German research institutions and companies that are active in areas like biotechnology, energy, health research and production technologies.

India and Singapore Research Links

The National University of Singapore (NUS)—India Research Initiative (IRI), has been set up to facilitate greater collaboration between NUS and leading Indian institutes.

It aims to facilitate and co-fund:

short-term visits of academic staff to NUS or Indian institutes for scientific discussions

long-term research collaborations through the visit of graduate students

visits of NUS students to Indian institutes and industries for interaction and networking on possible joint projects

organisation of theme-based workshops at NUS or Indian institutes

summer-intern programs for Indian students to work at NUS

joint higher degree programs with Indian institutes through joint supervision.

In 2008, IRI supported around 34 such exchanges and visits.


NUS has also signed joint PhD agreements with IIT Mumbai and IIT Chennai. Through these agreements, students would be able to learn from the best academics at IIT and NUS.

India and France Research Links

Indo-French Centre for the Promotion of Advanced Research (IFCPAR) was jointly established by DST, Government of India and the French Ministry of Foreign Affairs in 1987. Its main aim is to promote collaborative research programs in fundamental and applied sciences between the two countries and to grant financial support. Since its creation, it has received more than 600 projects, among which, more than 250 projects have been funded.

Indian Institute of Chemical Technology (IICT) at Hyderabad, one of the laboratories of the Council of Scientific and Industrial Research (CSIR), and the French National Science Research Institute has entered into an agreement for the creation of a joint research laboratory on sustainable chemistry. This will focus its research partnership in green chemistry, targeting therapeutic agents for cancer and neuro- disorders.

Indo-French joint research cells were first established in 1999 when the French Minister of Research visited India. A joint cell can be created when:

an important field of research with common interest between both the countries is identified

an Indian and/or French host centre is available

French scientists in India or Indian scientists in France can be posted.

Presently, nine Indo-French joint research networks are already functional.

India and Russia Research Links

Under Indo-Russian Cooperation, 110 projects are being implemented in 11 key areas related to frontiers of science and technology:

biotechnology

immunology

materials science

laser science

catalysis

space science

accelerators and their applications

hydrology

computers and electronics

biomedical science

oceanology and oceanic resources.

Besides these, there are seven select areas of basic research:

mathematics

applied mechanics

earth sciences

physics and astrophysics

ecology and environmental protection

chemical sciences

life sciences.


Research Initiatives and Indian Universities

Delhi University

To encourage research in biotechnology, medicine and law, Delhi University introduced a scheme where students with a B.Tech, Bachelor of Law (LLB) or MBBS can pursue a PhD without necessarily first having to do a postgraduate degree. However, to access this scheme a B.Tech student should have 70 per cent in the final aggregate, along with a good Graduate Aptitude Test (GATE) percentile score. For LLB students, the qualifying requisite is 60 per cent in the final aggregate. Students who meet these criteria would then be interviewed by the university‘s Department Research Committee. Based on its decision, selected candidates can join the PhD program.

This initiative aims to attract talent from high-potential domains in the research streams. Some of the other initiatives include extending university teaching assistantship to deserving research candidates, and introduction of an Intellectual Property Rights (IPR) cell and patent fund to help researchers with the cost of publishing their papers or patenting their work.

Amity University

Amity University has scientists, researchers and academics drawn from world-renowned scientific and research organisations. Today, over 3,500 scientists, researchers and faculty members occupy the campuses of the university. To promote research initiatives the university is collaborating with over 100 international universities, laboratories and research centres, and has been recognised as a Scientific and Industrial Research Organisation (SIRO) by the DST.

Amity has also forged links with government laboratories such as the Institute of Minerals and Materials Technology, Indian Institute of Integrative Medicine, Advanced Materials and

Processes Research Institute and the Shriram Institute for Industrial Research.

Currently, Amity is carrying out more than 240 funded research projects in partnership with industry and government bodies like DST, CSIR, ICAR, Defense Research and Development Organisation and Indian Council of Medical Research.

IIT Roorkee

IIT Roorkee has recognised the important links between education, sponsored research and industrial consultancy. An office operating under a Dean (including sponsored research and industrial consultancy) provides administrative and accounting support to the faculty undertaking sponsored research and consultancy work. The institute is working in close cooperation with industry and government organisations and providing IPR support and incentives to the faculty.

Historically, IIT Roorkee was set up to cater to the development needs of India and that tradition has continued over the past 160 years. It has contributed directly or indirectly to almost all important projects in the country. It has participated in various projects initiated by different ministries of Government of India like communication and information technology, non-conventional energy sources, environment and forest, surface transportation, human resource development, biotechnology, atomic energy and science and technology. The institute is making rapid progress in developing collaborative research activities with sister institutes in India and abroad, with funding from European Commission (EC), International Committee on Concrete Model Code (ICCMC) Asia, United National Development Program (UNDP) and Norwegian Seismic Array (NORSAR).

Indian Institute of Sciences

The Indian Institute of Science (IISc) was founded as a university for research with the aim of imparting highly advanced and


efficient research facilities to students all over the nation. The Society for Innovation and Development (SID)—the research division of IISc registered under the Karnataka Societies Act 1960—undertakes research and development projects based on individual or joint proposals from the faculty and scientists of IISc in collaboration with industries, business establishments and national and international organisations.

SID has established 10 research and development centres at the IISc campus:

Cookson Electronics India Research Centre

Satyam Computer Services Ltd.

Tata Motors Ltd.

Cranes Software International Ltd.

IMI Research and Development Centre India Private Ltd.

Cadila Pharmaceuticals Ltd.

Sir Dorabji Tata Centre for Tropical Diseases

ViZiPhar Biosciences B.V.B.A

FMC India Research and Development Centre

Unichem Laboratories Biosciences Research and Development Centre.

IISc‘s latest initiative involved setting up a business incubator at the Centre for Electronics Development and Technology (CEDT) at IISc, in partnership with the HeadStart Foundation. The focus is on applications that require engineering and research investments in laboratories and expert project staff, and where they could engage prospective customers early during incubation.

Indian Council of Medical Research

The Indian Council of Medical Research (ICMR) is a leading research institute in Delhi, which formulates, coordinates and promotes biomedical research in India. There are 29 institutes under ICMR, including 20 disease-specific ones. The

Health Minister of India heads the governing body of ICMR.

Areas of Research

Internal-research activities are carried out at the permanent institutes of ICMR. These are national institutes located around the country to conduct mission-oriented research work.

The six regional medical centres of ICMR conduct research on regional health problems. These centres also aim to strengthen or generate research capabilities in different geographic areas of the country.

ICMR signed a MoU with the Canadian Institutes of Health and Research, where ICMR aims to facilitate research initiatives that will benefit local populations and also have global applications.

Recently, ICMR entered into a tripartite agreement for large scale research projects on major health problems in the country, including disease-specific initiatives. This would be undertaken by the George Institute India (set up by the George Institute for International Health, a non-profit health research institute with its head office in Sydney) in collaboration with ICMR and the University of Sydney‘s faculty of medicine.

Central Power Research Institute

Established by the Government of India in 1960 to provide assistance to the electrical industry of the country, the Central Power Research Institute (CPRI) currently plays an integral role in the applied research of electrical power and acts as a governing body for quality assurance. It has eight research institutes across India in the states of Andhra Pradesh, Maharashtra, West Bengal, Assam, Tamil Nadu, Uttar Pradesh and Madhya Pradesh.

Important research projects CPRI has undertaken are:

Research Scheme on Power: Initiated by the Ministry of Power in 2001, it aims to provide substantial support


in the management of power in the country.

Research Contingency Projects: Funded by the Ministry of Power, these projects are undertaken for augmentation of research and testing facilities, improvements and new techniques in testing, research studies and product and process improvements.

National Perspective Plan: These projects give an overview of the power industry in terms of the future development and scope for improvement.

Research and Development Thrust Areas in Power Sector: These projects mainly focus on the auxiliaries of the electrical industry which are generation, transmission and distribution.


StrengthsStrengths

OpportunitiesOpportunities

WeaknessesWeaknesses

Threats

SWOT Analysis: Research in India

In Indian universities, the career progression of lecturers and professors is based on their research publications, books written and papers presented in seminars and symposia. Thus research plays an important role in their career progression.

Indian universities are increasingly collaborating with foreign universities for joint-research projects.

Research and innovation in areas such as biotechnology and nanotechnology are being taken up increasingly by some of the emerging universities in India.

Large number of qualified scientists and availability of expertise in many research areas.

Large number of scientific academies, councils and societies are present across India.

Scope for reorganising scientific workforce vis-à-vis organisations.

Re-orientation of research priorities on a national basis.

Accelerating multidisciplinary research.

Creating incentives/rewards for quality work.

Counselling on quality of publications.

Deputation to advanced centres for acquiring latest knowledge and encouraging exchange with other centres.

In India, possessing a masters degree is essential for pursuing a doctorate. Hence, potential research students of law, medicine and engineering often lose their inclination to pursue research as they have to spend seven years of university education, as opposed to five years in other disciplines, to qualify for doctorate.

Limited investments are made in the field of research by the private sector in India. India‘s investment in research and development is about 1 per cent of the GDP as compared to 2.65 per cent in South Korea and 1.3 per cent in China.

Since many professions provide more lucrative salaries without the need for a PHD, people are not keen to pursue PhDs.

The university system normally recognises quantity, such as number of PhD students guided and the number of papers published, rather than the quality of research and publications.

The range of research areas available in India are limited, compared to foreign countries.

Exodus of brilliant brains to other countries.

Improper use of funds.

Lack of scientific auditing and accountability may reduce the efficiency of the initiatives.


Analysis of Students Opting for International Education Foreign cooperation in the Indian higher education system takes place through Indian students studying overseas, overseas institutions with operations in India, foreign students in India or Indian institutions operating overseas.

India accounts for more than 175,000 overseas students and is the second largest exporter of students after China, which accounts for almost 240,000 students37. Graduate Record Examination (GRE) General Test volumes increased 13 percent in 2009-10 with significant growth in China and India38

Students are willing to pay large amounts for coaching for these exams, applications to universities abroad, consultancy services and tuition fees, travel and lodging and boarding costs.

This is especially true for courses with stronger economic linkages attracting more students, making the willingness to pay for them highly inelastic to cost. Several factors have encouraged this trend: the growing demand from beneficiaries for quality in education; rising incomes; lower cost of

student financing; new skill demands from the marketplace and declining public-sector expenditures are but a few.

Outbound Students: India to Abroad

The Indian education system has been inadequate in providing students with an efficient structure and quality education, the key drawback being limited number of seats offering higher education degrees. Many government colleges, even now, do not lay enough emphasis on infrastructure development and technological advancement. In rural areas, basic facilities like a full-time faculty, adequate number of classrooms and provision for drinking water are also not available. The inefficiency in the system has been driving more students to opt for international education. These students get the advantage of better infrastructure, better technology, practical learning, cultural diversity and international exposure. It helps them develop a strong global network through industry and alumni, giving them better work-placement opportunities.


The average starting salary for students graduating in India is AUD $5,200 per annum, while for the US, UK and Australia, it is about AUD $62,000, AUD $31,300 and AUD $41,750 per annum respectively39.

The number of outbound students from India was about 129,503 in 2005 and has been projected to increase to 208,700 in 2015. By 2025, it is estimated to reach about 302,000. For most outbound students, the US, UK and Australia are the three preferred destinations for pursuing higher education. Together, these countries account for nearly 85 per cent of students who go abroad for higher education each year.40

A number of students also choose to take courses in subjects such as fine arts, art conservation, fashion management, microbiology and nanotechnology, since there are not ample opportunities in India for such fields of study.

Among all the destinations for higher education, the US has been the most attractive based on the enrolment trends of previous years. The number of students going to the US has increased from about 67,000 in 2001–02 to about 94, 700 in 2009-1041. Meanwhile, the UK and Australia have been consistently growing in education enrolment figures, with Australia ranking slightly higher than UK.

France, Germany, Canada and Singapore are some of the other popular destinations. However, more than half the outbound student population goes to the US for degree courses.

Usually, students like to pursue subjects such as information technology, business management, science and engineering and hospitality management.

The number of students going to Australia for higher studies has increased from about 9,000 in 2001–02 to about 28,000 in 2009-10. For the UK, this number increased from roughly 7,600 to 25,900 between the same period.42


Projected demand for higher education in Australia among Indian students is projected to reach approximately 31,200 in 2010 and about 56,000in 202543. The number of students opting for Australian education in the graphs shows those pursuing regular graduate and postgraduate courses.

Apart from these, many students migrate to Australia to do VET and English Language Intensive Courses for Overseas Students (ELICOS) courses. In fact, in 2009, about 120,500 students went to Australia for further education. However, only 23.3 per cent of these (that is 28,125 students) opted for regular graduate degrees.44


The Indian outbound student market is primarily for postgraduate courses. About 71 per cent of Indian students who go abroad pursue postgraduate courses45. This is because facilities like quality faculty, technical infrastructure, physical infrastructure and equipment are good at undergraduate level in India but slightly below average at the postgraduate level. The requisite educational infrastructure is highly developed at the preferred foreign destinations. Students also like to pursue PhDs abroad for the same reason.

Law and robotics are emerging as popular courses among students going abroad.

The US is more popular for medical and engineering courses than other countries, while Australia is more sought after for management and hospitality studies. Students also opt to study for commercial pilot licences in other countries due to flexible eligibility standards and cost effectiveness.

Russia has a proven expertise in biotechnology and the genetics industry and is the preferred destination for such courses. However, in terms of actual numbers the figure is relatively low.

On the contrary, most medicine students do not go abroad for higher education courses because they are required to clear additional exams to be able to enrol in postgraduate programs in medicine. An Indian MBBS degree is not sufficient to gain admission to postgraduate programs in medicine. Some of the specialisation courses like genetics, hospital management and medical outsourcing are very expensive abroad, which is one restraining factor that leads Indian students to pursue these courses in India.

The following table provides a snapshot of the key courses being pursued by Indian students abroad and the driving forces.


The states of Delhi, Maharashtra and Karnataka form the major market for inbound students to India.

78.5 per cent of the total foreign enrolment comes from the top 10 universities in these states46.

Indira Gandhi National Open University (IGNOU) Delhi allows enrolments under distance education mode and has the highest international student enrolment in India. University of Pune and Symbiosis International University in Pune (Maharashtra) have the second and third highest international enrolments respectively. Besides these regions, Osmania University of Hyderabad and Alagappa University Tamil Nadu also host a decent number of international students compared to other regions. Manipal University, which is a private university started almost a decade ago, has also gained a strong foothold in the inbound student market.

About 22,000 international students have enrolled themselves in Indian universities

and institutions in 2008-0947. Iran, Ethiopia, United Arab Emirates and Nepal are the top places of origin for international students to India contributing 13.6 per cent, 9 per cent, 8 per cent and 8 per cent students respectively. Other significant sources of international students are Afghanistan, Saudi Arabia, China, Sri Lanka, Bhutan and Kuwait. These top 10 countries account for nearly 60 per cent of international students in India. International students coming from the South Asian Association for Regional Cooperation (SAARC) region represent about 20 per cent of the total inbound student market in India.49

In 2008-09, about 52 per cent students came from the Asian countries while about 10 per cent enrolments were from Africa. For other continents such as the South America and North America, Australia and Europe, international enrolments were very low.50

Humanities, commerce and management stand out as the most attractive areas of study for inbound students in India. Most students prefer pursuing undergraduate courses rather than postgraduate courses.


Attractiveness Drivers for Countries

On basis of interviews conducted with Indian students, their attractiveness drivers for various countries were arrived at. The majority of outbound students go to countries such as the US, UK, Australia and Singapore. Each of these countries has its own cultural strengths and has formed its own education policies and regulations to attract more international students. The attractiveness of each of these countries has been considered separately and the strengths are listed below.

United States of America

The US has highly prestigious, top ranked educational institutions with excellent research infrastructure and expert faculty staff. Case-based approaches to teaching ensure the relevance of course content and its global relevance. Flexibility is also given to teachers to design courses which they think are appropriate for students. This is a strong point for students coming from Asian countries, which have an inflexible admissions procedure and a rigid course structure. Availability of scholarships provided by the US is among the highest in the world, especially for research and PhD programs, as well as research grants and stipends.

One of the key strengths of the US as a destination for higher education lies in the streams US schools offer and also the high degree of liberalisation in education. There is a broad range of specialisations, which Indian students are keen to pursue in the US universities. Above all, the US has a rich multicultural society with a large number of immigrants. This provides students with a true international exposure, as students of all nationalities come to US for further studies.

There is also a possibility of immigration policies and visa norms becoming more liberalised in the future. Recently, the US Government has also supported comprehensive immigration reform that includes improvement in the US visa

programs, legal permanent resident visa programs and temporary programs including the H-1B program, to attract some of the world‘s most talented people to America. The US Government is also looking at allowing immigrants who earn their degrees in the US to stay, work, and obtain US citizenship.

United Kingdom

The UK‘s biggest strength is that it has some of the oldest and most prestigious institutes in the world and thus is a preferred destination for many students. Availability of scholarships and reasonable discounts for travel, entertainment and healthcare; unique schemes that allow students to work after they have finished their courses; and shorter duration of courses, are other advantages to studying in the UK. The country also has relatively easy visa application norms, which makes it a highly attractive destination for higher education.

As part of the British Prime Minister‘s initiative to attract more international students to the UK, many international students are now given permission to be in UK after their full period of study. At the end of the course, one may be able to stay and work in the UK through the ‛Training and Work Experience Scheme‘. Under this scheme, the employer must apply for the student‘s work permit, and the student will have to do one of the following:

Undertake training leading to a recognised professional or specialist qualification.

Follow a graduate training program leading to international employment opportunities.

Join a work experience scheme where they gain up to 12 months work experience with a UK employer.

This also makes it feasible for students to pay off their educational loans.


Among Indian students, the UK is a favoured destination because it recognises Indian degrees. Most graduates from prominent Indian universities are exempt from entrance tests of UK universities, which ease the admission procedure. The country does intensive promotional activities in India about UK education through fairs and counselling sessions. Also, there is a community of Indian students in the UK called ‗Education UK‘, which helps Indian students to network and interact with each other.

Singapore

Singapore is widely regarded as a knowledge-based economy. This in turn creates a demand for a skilled workforce and hence a higher willingness to absorb immigrant students once they complete their higher education.

Many students from western countries prefer Singapore over other Asian counties because it provides an opportunity to study western-style curriculum in English at a globally ranked institution and to become familiar with Chinese language and business culture. On the other hand, for Asian students Singapore is an attractive destination because the quality of education and other facilities provided are at par with western universities and with minimal culture difference.

Most western universities have rigid criteria for admission through examinations such as TOEFL and GRE. Singaporean universities, in addition to these tests, have their own interviews and entrance exams. If someone demonstrates brilliance in their technical knowledge, the universities sometimes relax the English requirements. Singapore also has fairly liberal immigration requirements, which has made it easy to attract foreign talent.

Germany

Germany is highly reputed for engineering studies and research-oriented courses. Students usually opt for postgraduate and doctorate studies in automotive engineering

and nanotechnology. The education is also completely practical and industry oriented. Germany has some of the major companies in the field of engineering, like SAP, Siemens, BMW and Daimler, which makes it an appealing option for students who want to pursue their careers in this field. These companies also contribute by providing funds for projects and research. Another attractive feature of German education is that the country provides a one-year work permit after education. A further residence permit is issued in case of gainful employment.

The application process for German education is not just easy, it is also affordable. Visas for international students cost only AUD $110. International students pay the same fees as German students, which is approximately AUD $1,700 a year. However, in the UK, they pay an average of AUD $19,000 a year. This often leaves the impression that for the UK, international students are just cash generators, while the same cannot be said for Germany.

Germany now directly targets 10 of the UK's key markets, such as China and India. The country has even introduced multilingual degrees. These are particularly attractive to students who want international careers. German universities now have degrees taught in Spanish and French. As for India, some German universities have long-standing relationships with Indian universities, so awareness and mutual confidence levels are very high. While collaborating with Indian universities, certain German universities have also provided scholarships and funding, which is an additional incentive for students.

New Zealand

New Zealand has extremely liberal immigration policies and visa norms. Overseas students are given a work visa for nine months, to apply for a job in New Zealand after they finish their courses.

If their area of studies are on the labour shortage list of New Zealand, then getting


work offers and applying for permanent residence is quite simple for Indian

students. Young Indians can also emigrate

to New Zealand under the skilled migrant category, for which expression of interest needs to be submitted online where points can be claimed for skills, experience and other factors. Applicants who score 100 points or more go into a pool of eligible applicants for permanent residency.

Not only is New Zealand education affordable, the job availability after completion of courses is very good since there are skill shortages in the labour market at present, especially in education, health and medicine, information and communications technology, agriculture and farming, engineering and trades.

Australia as a Destination for Education

Competitive Advantage Over Other Countries

With more than 619,000 international students enrolling in 2010, Australia is gradually becoming a global hub for higher education and employment opportunities for international students. In the same year, approximately 120,500 Indian students chose Australia as a destination for education, 23.3 per cent of which is constituted by the higher education segment. Australia as a destination for

education has its own strengths, compared to other countries.51

Even though Australia has one of the highest standards of living in the world, it is relatively more affordable than countries such as UK and US.

Recently Australia has modified visa rules to have effective control over the quality of students entering into the country. More points are awarded for professional courses such as engineering, management and hospitality than for vocational courses such as hairdressing and cookery.

Indian students can conveniently conduct research in Australia as India and Australia have an ‗Australia-India Strategic Research Fund‘, with reserves of AUD $ 65 million to support high quality joint projects and workshops.

Preferred Courses in Australia

The majority of students choose Australia as a destination for education for either professional or vocational courses. Thirty three per cent52 of international students in Australia pursue vocational education in certain fields due to lack of available mature offering in other countries and Australia has a proven expertise in fields like tourism, culinary arts, nursing, design, sports journalism and commercial pilot licensing.


Professional courses in Australia are also in high demand among Indian students. Students prefer courses in engineering, management, information technology and hospitality. These courses also increase the probability of graduating students getting permanent residency as they carry high points in the application process.

Drivers and Restraints

One of the attractions of Australia for Indian students is that the country has got a high standard of living. Most students pursue vocational education in Australia. Certain courses such as mining and horticulture are being encouraged as the country needs workforce for these vocations. But due to amendment in certain visa rules, it is becoming increasingly difficult to obtain permanent residency on the basis of vocational courses. The admission process for Australian universities consists of language proficiency, a minimum benchmark for the marks in the last qualifying examination, and few academic recommendations. The tuition fees for Australian universities are

comparatively lower than universities in the US and the UK.

However, even though the fees for Australian universities may be comparatively lower, the lack of financial support and limited scholarships restrict many students from applying to Australian universities.

Also, Australia is not perceived as the ideal destination for professional and research courses as of now. More than one-third of the international students opt for vocational courses. One reason for this could be that the country does not have a high demand for skilled professionals, as most of the requirement for skilled jobs in the country can be fulfilled by its internal workforce.

Australia has been very proactive in taking various initiatives in student welfare. Australian government has taken several measures to ensure student safety and quality of education. It has formulated the ‗Australia‘s reform program for international education‘ to improve student experience through sustainable international education options.


Australia’s Reform Program for International Education

International education has delivered a wide range of benefits to international students and to the countries where they study. Benefits include increased business, cultural, diplomatic, and research links. Educational exchanges and collaborations across borders pave the way for productive economic relationships that bring long-term rewards. Graduates from international education institutions now play a major role in the political and economic life of many countries, especially in the Asia–Pacific region. Many students educated in Australia are now important government and industry leaders in their home countries. Growth in international student enrolments was steady for more than a decade, but in the last ten years the Australian international education sector has gone through a period of rapid growth. This gave rise to some significant issues in relation to student welfare, the quality of education and the sustainability of education providers.

One driver for the rapid growth in student numbers in the VET sector was migration policy settings that encouraged international students to use qualifications as a migration pathway. The Australian Government has taken clear steps to decouple the skilled migration and student visa arrangements by focusing skilled migration on the skills most in demand in Australia‘s expanding economy. In addition, visa integrity measures have been strengthened to prevent abuse of the system by people seeking to exploit the student visa pathway. As a first step in addressing issues around student welfare and the student experience, the then Deputy Prime Minister the Hon Julia Gillard MP (now Australia‘s Prime Minister) convened an International Student Roundtable in September 2009. This discussion provided valuable input for the Government‘s reform program. A second roundtable will take place in 2011 to give international students the opportunity to directly address and engage with government, legislators and policy makers.


Improving the student experience

Over the past 25 years Australia has developed specific legislation to protect international students under the Education Services for Overseas Students (ESOS) Framework. The ESOS Framework, first introduced in 1991, was a pioneering development. The framework regulates the education and training sector‘s involvement with international students studying in Australia on student visas. It protects Australia‘s reputation for delivering quality education services and it safeguards the interests of overseas students by mandating a nationally consistent approach to registering education providers.

The framework served its original purpose well, however, the rise in student numbers tested the architecture of an arrangement originally devised to serve the interests of a small number of international students.

In August 2009 the Australian Government commissioned the Hon Bruce Baird AM to conduct a review (the ‗Baird Review‘) of the ESOS Act to ensure that Australia offers an appropriate regulatory and legislative framework. The review, completed in February 2010, considered the need for enhancements to the ESOS Act‘s legal framework in four key areas:

supporting the interests of students

delivering quality as the cornerstone of Australian education

effective regulation, and

the sustainability of the international education sector.

The final report of the Baird review, Stronger, Simpler, Smarter ESOS: Supporting International Students sets out issues facing the sector and makes recommendations along two central themes:

ensuring that students are better supported through improved information, management of education agents, stronger consumer protection

and enhanced support to study and live, and

improving the regulation of Australia‘s international education sector and ways to make the ESOS Act stronger, simpler and smarter

Complementing the work of the Baird review, The Education Services for Overseas Students Amendment (Re-registration of Providers and Other Measures) Act 2010 came into effect on 3 March 2010. Under the legislation, all education providers on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) on that date were required to re-register by 31 December 2010.

The primary aim of the re-registration process was to lift the quality of education delivered to international students. Around 1,100 Australian international education providers that met the new, tougher criteria were re-registered by 31 December 2010. About 200 providers exited the system.

The first phase of the Australian Government‘s response to the Baird Review commenced with the introduction of the Education Services for Overseas Students (ESOS) Legislation Amendment Bill into Parliament in late 2010. The Bill that passed on 21 March 2011:

further strengthens the registration requirements of education providers that deliver education services to overseas students, with a specific focus on business sustainability

introduces a consistent risk management approach to the regulation of international education

limits the period of registration afforded to a provider and places conditions on a provider‘s registration according to risk, and

extends the range of non-compliant behaviour that could attract financial penalties.


The legislation also saw to the establishment of the Overseas Students Ombudsman which investigates complaints about problems that overseas students have with private education and training in Australia. This is a free service that is independent and impartial. It does not represent either overseas students or private education providers. The Overseas Students Ombudsman can investigate complaints if they relate to a private education provider registered with the Australian Government on the Commonwealth Register of Institutions and Courses for Overseas students (CRICOS) and the problem relates to an overseas student who is already studying in Australia on a student visa or is intending to come to Australia soon. The International Students Strategy for Australia

In response to concerns raised about student welfare and the student experience, the Australian Government and state and territory governments came together under the auspices of the Council of Australian Governments to develop the International Students Strategy for Australia (ISSA). The strategy was released by the Australian Minister for Tertiary Education on 29 October 2010.

Under the ISSA, all levels of government assume responsibility for aspects of the international student experience. The strategy outlines 12 initiatives to address four key areas:

the wellbeing of international students the quality of international education consumer protection, and the provision of better information for

international students.

The 12 initiatives, many of which have already been implemented, include the development of a student information portal, a community engagement strategy

and a requirement for providers to develop student safety plans.

2010 International Student Survey

The results from the 2010 International Student Survey show the vast majority of international students have a positive experience while studying in Australia. The research also shows that the majority of international students are satisfied with their living and study experiences in Australia.

In particular, the research shows that 84 per cent of international students studying at Australian universities were satisfied with their study experience in Australia and 86 per cent of those students were satisfied with their living experience. More than 85 per cent were satisfied with the level of support they received on arrival, confirming Australia‘s reputation as a country that welcomes international students.

The top four factors that influenced tertiary students‘ decisions to study in Australia were:

the quality of teaching (94 per cent) the reputation of the qualification (93

per cent) personal safety (92 per cent), and the reputation of the institution (91 per

cent).

International student employment outcomes

Further research in 2010 into the employment outcomes of international students educated in Australia found that international students who remain in Australia have similar employment outcomes to Australian graduates. Among international students who had graduated from higher education, 73 per cent of those living in Australia were employed, compared with 81 per cent of those who had left Australia. In comparison, 81 per cent of Australian graduates were employed.


For Vocational Education and Training (VET) graduates, 70 per cent of graduates living in Australia were employed, compared with 70 per cent of those who had left Australia and 74 per cent of Australian graduates. The majority of students not employed were undertaking further study or seeking work.

Around 85 percent of international higher education graduates were working in a field either the same as, or related to, their qualification. This is similar to the outcome for Australian graduates at 87 per cent. Around 73 per cent of VET international graduates were working in the same, or a related, field, similar to Australian domestic VET graduates at 75 per cent.

Review of the student visa program

Australia‘s student visa program enables genuine international students to study in Australia. The program facilitates the continued strength and competitiveness of the international education sector, while ensuring appropriate integrity measures are maintained.

The integrity of the student visa program was challenged in recent years by the promotion of Australian education courses as a pathway to permanent migration. It is the clear message of the Australian Government that skilled migration should be driven by the skill needs of Australian industry and employers.

In December 2010 the Australian Government launched a review the framework underpinning the student visa program. The review aims to enhance the continued competitiveness of the international education sector and strengthen the integrity of the student visa program. It will make recommendations on

a more effective partnership framework between key stakeholders and will review requirements for student visa applicants.

Quality and sustainability

The clear focus for the Australian Government for the future will be to support and attract the world‘s best and brightest students and help them develop to their full potential. The Australian Government will work closely with the international education sector nationally and internationally to ensure that international education remains focused on quality and sustainability. Australia will seek to further enhance its partnerships with governments that wish to protect the interest of their students studying in Australia. These partnerships will be supported by Australian Government representatives operating out of embassies and consulates around the world, including through AEI‘s dedicated International Education Counsellors Network.


OpportunitiesOpportunities

Australian Universities: SWOT Analysis

Strong educational infrastructure.

Relatively affordable expenses for studying in Australia.

The courses and states whose economy Australia wants to promote is clearly specified in the country‘s point system. This transparent procedure makes it convenient for students to choose between courses, universities and locations.

Allowance of third party in funding to pursue education in Australia is expected to enhance the number of applicants.

Being the third-most preferred destination for Indian students after the US and the UK, Australia can seize this opportunity of being in the top league.

Latent opportunity in the research stream which is yet untapped can be capitalised on and developed as a niche area by increasing the number of research courses.

Frequent cultural issues have lowered the confidence of Indians in the safety and security of the Australian education system.

Lower registrations for research, which is yet to gain popularity.

Lack of esteemed/world-renowned institutes.

The inherent image of Australia as a destination for vocational education restricts the growth in enrolments for postgraduate programs to an extent.

The US and the UK are still the top choices as a destination for higher education since they have the perception of offering variety of courses.

Strengths Weaknesses

Threats


Top Three Destination Analysis

The top three destinations for Indian students to pursue higher education are the US, UK and Australia. This section provides a detailed comparison of the three countries, according to seven parameters listed in the table below.

It has been seen in the past that Australian universities have been more receptive to academic and research collaborations in comparison with the US and UK. This has helped create a synergy between the India and Australia. The US and UK have some of the world‘s top universities such as London University, Oxford University, Yale University, Harvard University and Massachusetts Institute of Technology.

These countries have long held reputation for having prestigious institutes and quality education. Earlier one aspect that was an advantage for Australia was its migration policies and visa norms. This is a highly attractive factor in determining a student‘s preference for a particular country. On the other hand, these norms are extremely strict in the US and UK, which may make a student decide against studying in these countries.

One key factor in Australia‘s favour is the number of options available for vocational courses. Also, Australian universities are more flexible in criteria such as language proficiency and previous academic records, giving students a fair chance of proving their skills and technical knowledge


Increasing Postgraduate Registrations in Australia

Choosing Right Promotional Platforms

There is an active need to increase awareness about Australian universities, courses offered and career opportunities in Australia. Organising seminars and summits at selected schools and individual colleges would be beneficial.

Organising educational fairs and counselling sessions, in collaboration with Indian agencies and career counsellors, could promote Australian education and generate interest among Indian students. Quality of education in Australia must also be emphasised and promoted to Indian schools and colleges, as this is a desirable aspect for students seeking higher education abroad.

An important strength of Australia is that the cost of pursuing higher education there is relatively low compared to other popular destinations like the US and the UK. As cost

of education is one of the major concerns for Indian families, a comparative assessment of some of the popular courses like business management, hotel management, and engineering can be provided to promote ‗Study in Australia‘.

Another strategy could be to promote selected institutions as centres of learning in professional streams that offer education at par with their counterparts in other key destinations. These specialised centres would also add to the branding of Australia as a destination for higher education.

Cost of living is one of the key determining factors for Indian students to pursue their education abroad. Promoting incentives like educational scholarships, internship opportunities, allowances for accommodation and discounts for travel and healthcare can help attract more students to Australia.


Course Mapping

Focus should be on offering an education curriculum that has a strategic fit with the industry demands in India and Australia. This can also act as a key attraction point for foreign inbound students to Australian universities. The priority areas for collaborative ventures should be professional courses, especially in areas of management, hospitality, engineering and information technology, as well as research

opportunities in upcoming fields like nanotechnology and biotechnology.

Australian universities should increase their offerings in the areas of new generation and emerging courses to attract aspiring students and capitalise on the fact that the Indian educational infrastructure is relatively less developed in these identified high-potential streams.


Initiatives Taken By Other Countries to Promote International Enrolments

A number of countries have taken initiatives to increase enrolments by international students in their universities and institutes. This section highlights some of the efforts being made in this direction.

United States

1. Community College Summit Initiative Program

Funded by the US government and member colleges, the Community College Summit Initiative Program, now in its second year, provides students from select countries with all tuition fees, housing, and other study-related expenses while they complete a one-year certificate or a two-year associate degree. All participants are required to return to their home country at the end of the program.

Initially, it was open only to students from Brazil, Egypt, Indonesia, Pakistan, South Africa and Turkey. However, Belize, Costa Rica, El Salvador, Ghana, and Nicaragua will be added for the 2009–10 academic year. Currently, the summit is restricted to courses such as agriculture, business, tourism and hospitality management, media, information technology, engineering, and health professions including nursing.

2. American Council of Education (ACE)

Through its Centre for International Initiatives, ACE offers services that enhance internationalisation on US campuses and also places US higher education in a global context. The current initiatives are:

Leadership Forums—ACE commissions studies, issues papers, and convenes international meetings as well as meetings with the US president.

Institutional Network—As a community of 109 institutions, the ‗Internationalisation Collaborative‘ provides a forum for teams of administrators to help one another

in furthering internationalisation on campuses through annual meetings, regional meetings and websites.

US–South Africa Partnership for Skills Development—the initiative is a three-year, AUD $8.01 million program funded by the United States Agency for International Development (USAID) Southern Africa Mission, to promote further education and training in South Africa.

Global Dialogues—At their annual international meet this year, ACE had 70 foreign participants from 30 countries, engaging in contemporary higher education issues.

3. US Agency for International Development

In collaboration with American universities and colleges, USAID supports a wide variety of training, workforce development, and higher education programs that strengthen education faculties and administrations in both developing countries and the US. In addition, USAID provides both long and short-term training opportunities to thousands of people in developing and transitioning countries each year.

A flexible approach to education and training enables USAID to respond to the variety of learning challenges that are being faced by people around the world as they live and work

4. Stanford Graduate School of Business

In June 2009, Stanford Graduate School of Business announced the launch of a new private loan program through Star One Credit Union, to provide financial assistance to students admitted to the school‘s MBA, PhD, and Sloan‘s Masters Programs. This would help international students as the custom loans, which cover


tuition and living expenses, will be available to those without a US co-signer.

United Kingdom

1. PM’s Initiative for International Education II

The first Prime Minister‘s Initiative was launched in 1999 to attract an additional 50,000 international students and its targets were successfully met.

Launched in April 2006, the second Prime Minister's Initiative for International Education (PMI2) is a five-year strategy, which aims to secure UKs position as a leader in international education.

The targets set for 2011 are to:

attract an additional 70,000 international students to UK higher education, and an additional 30,000 international students to UK further education

achieve demonstrable improvements in student satisfaction ratings for the UK

achieve significant growth in the number of partnerships between the UK and other countries, and

double the number of countries sending more than 10,000 students per annum to the UK.

Developed for PMI2, the Education UK brand and marketing and communications campaign builds tells students around the world what benefits UK education offers them, through websites, publications and hired agents.

2. New Economic and Social Research Council (ESRC) Postgraduate Training Framework

The ESRC announced changes in March 2009 to the way it supports postgraduate training in the social sciences for students who will commence study from 2011 onwards. Instead of individual courses at recognised outlets, a national network of institutional level Doctoral Training Centres (DTC) and Doctoral Training Units (DTU) would be created.

A key feature of this new framework will be inter-institutional collaboration. The aim is to create a coordinated regional and national network for advanced training. Around 25 DTCs will be established, along with a potentially greater number of DTUs. DTCs will receive a five-year quota allocation of internships, with a review after three years. The organisation and accreditation of DTCs and DTUs at institutional level will help facilitate the development of coherent university-wide training, maximising opportunities for institutions to share their expertise.

3. New Model for UK–US University Collaboration

University leaders in the US and UK have argued for a new model of collaboration between the two countries to retain their prime position in higher education. The new model proposes developing multilateral partnerships and bringing long standing transatlantic partnerships between the countries to bear in other nations.

The report proposes the creation of an Atlantic Trust, an ambitious and substantial trust to support students, research and global service, to be funded by the government, the private sector, foundations and universities. Further recommendations for the Atlantic Trust include:

creating a prestigious ‗Atlantic Scholarship‘ program promoting the flow of UK and US students across the Atlantic

providing substantial support for research through international, multidisciplinary teams involving UK, US and a third country‘s institutions, and

an ‗Atlantic Partners‘ scheme under which UK and US students would be encouraged to spend a period working with a non-government organisation or other community service in a developing country, funded by the trust and institutions.


4. British Degrees Exported to Overseas Students

According to the Higher Education Statistics Agency, nearly 200,000 offshore students studied for qualifications from 112 British universities in 2008, earning the sector more than AUD $586 million in fees. Around 9,000 students studied for UK qualifications in Greece, Russia, Ireland and Trinidad and Tobago. Four countries: Hong Kong (21,280), Singapore (20,845), Malaysia (20,525) and China (10,450) accounted for 37 per cent of offshore provision.

With student numbers at home restricted by the government, many British universities are looking to expand their offshore operations to reach a potentially enormous market of students seeking the prestige of a UK degree but without the means to travel abroad. Some of the initiatives include:

Liverpool University has set up a joint university with Xian Jiaotong in China that awards its degrees.

The University of London and the Open University UK have the longest established distance learning courses.

Liverpool University runs online masters programs, charging between AUD $17,500 and AUD $26,250 depending on the course.

Canada

1. Canadian Experience Class: Work Permit Scheme

Canada has rolled out a new open work permit scheme to attract foreign students, a move that may lure more Indian students away from destinations like the US, UK and Australia. A new scheme of Canadian immigration, the ‗Canadian Experience Class‘, was inaugurated in 2008.

Under the new scheme, foreign students going to Canada will now be able to get an open work permit under a postgraduate program, with virtually no restrictions on the type of employment and no

requirement of a job offer. The duration of the work permit has been increased to three years to ensure easier employment opportunities to target foreign students in an increasingly competitive global education market.

2. The Ontario Government Program

Ontario introduced its pilot Provincial Nominee Program (PNP), enabling the province to select immigrants with skill sets matching the market need. This program helps fill labour shortages in specific occupations in a variety of sectors.

There are three categories through which people qualify for PNP: professional, skilled worker and international student. The Ontario government expanded the PNP to attract international students to the province and keep them there in high-value jobs. International students across the country are eligible to participate in this new program, as long as they are graduates of a publicly funded Canadian college or university and have a job offer in Ontario. This will allow international students to work in Ontario and shorten the time taken to become a permanent resident of Canada. In a normal case, going through the immigrant process takes an average of three to five years. Through this program, international students are able to fast track this process and gain permanent resident status in nine to 12 months. In addition, the application fee of AUD $2,400 is reduced to AUD $240 for student applicants.

3. New Portal to Promote Higher Education

Canada's newest web portal offers access to an array of information on study in Canada for international students. It also uses the country's IMAGINE brand, developed over the past year to position Canada as an attractive and ‗become what you want to be‘ destination.

Canada's education quality is valued but not as well known as it could be and, via the portal, education and government officials plan to increase its visibility.


Germany

1. India and Germany: Partners for Innovation

The Federal Ministry of Education and Research is supporting Indo-German cooperation with its ‗India and Germany Strategic Partners for Innovation‘ initiative.

Under the motto ‗Research in Germany—Land of Ideas‘, Germany has presented itself to India as a centre of innovation. Universities, research institutes, networks and clusters, plus German companies with a strong research base, have been coordinating with Indian institutes for joint research initiatives. One of the prime goals of the federal government's ‗Internationalisation Initiative‘ is to expand cooperation in growth markets with countries that actively engage in dynamic research activities.

2. International Study and Exchange Program (ISAP) Scholarships

Deutscher Akademischer Austausch Dienst (DAAD), with funds from the German Federal Ministry for Education and Research, gives financial support for international study and training partnerships. Through ISAP, scholarships are given to German as well as foreign students who complete a portion of their degree coursework abroad at a partner university, with the added benefit of a tuition waiver or significant fee reduction.

German universities are encouraged to develop not only attractive courses for foreign exchange students, but also credit transfer regulations, curriculum collaboration strategies, and dual-degree structures which will lead to the beneficial internationalisation of both partner institutions.

3. Export of Study Programs

Courses modeled along the lines of German programs are being offered abroad. In some cases, entire new higher education institutions are being founded. The latest example of this is the German-Turkish University in Istanbul.

DAAD has sponsored seven centres for German and European studies in the US and Canada, emphasising collaborations in the field of humanities and social sciences. Some of them are:

BMW Centre for German and European Studies, Georgetown University

Centre for German and European Studies, Brandeis University

Centre for German and European Studies, University of Wisconsin—Madison and University of Minnesota—Twin Cities

Institute for European Studies, University of California, Berkeley

Joint Initiative in German and European Studies, University of Toronto

Professorship at the University of British Columbia

The Canadian Centre for German and European Studies, York University and Université de Montréal

The Program for the Study of Germany and Europe, Harvard University.

4. Future Outlook: Higher Education Reforms

Germany's two leading industrial federations: Confederation of German Employers and the Federation of German Industry have jointly issued four demands to promote modern and competitive higher education institutions.

They stress that there has to be a steady increase in the number of academics over the coming years for the country to maintain a successful position in the world economy. By 2015, they want the graduation rate increased from 24 per cent to 35 per cent, the first-year student share to grow from 39 per cent to 45 per cent, and the dropout rate to fall from 21 per cent to 10 per cent.


Singapore

Singapore wishes to transform itself as a ‗Global Schoolhouse‘. There are currently 90,000 foreign students representing over 120 nationalities in Singapore. Of the total students in Singapore,

75 per cent are foreigners, with Indians forming a major part of this student population. Singapore has an ambitious plan to attract over 150,000 international students to its universities and educational institutions by 2015.

Singapore aims to establish itself as a centre for test preparation, testing and assessment services for the Asia–Pacific region. In 2004, their Ministry of Education created a new statutory board called the Singapore Examinations and Assessment Board (SEAB), to develop and run national

examinations. In the long term, SEAB will develop its own examinations for the region and export testing and assessment services to the region. An Asian version of the ‗Scholastic Aptitude Test‘ and the locally developed ‗Primary School Leaving Examination‘ are also in the pipeline.

In 2008, the Private Education Bill was drafted. On passing of this bill, stricter regulations would be imposed on private education providers.

The government also plans to promote research in the country. This year, the government announced it would put aside AUD $42.5 million to fund up to 100 research scholars from two local universities to carry out work at the Singapore-MIT Alliance for Research and Technology (SMART).


Steps for Promoting Collaboration Between Indian and Australian Universities A number of educational institutions in India have established collaboration with foreign universities through various modes, without having clarity of purpose or a plan of action.

This has resulted in a lot of them either becoming inactive or unsuccessful. Hence, it is essential to have timelines defined before the MoU is signed between the two collaborating institutions.

Benefits Sought: It is also essential to identify at the start what benefits the partner universities are seeking out of such a collaborative initiative and some of the

considerations and challenges faced in selecting an ideal partner. Once there is clarity on these things, only then should the initiative be taken forward.

Matching Initiatives: Another important consideration for a smooth working relationship is matching initiatives with the education systems and education calendars of the collaborating countries. This ensures that the students as well as universities would have a less complicated transition phase to catch up with the partner institutes‘ mode of operation.


Some of the common collaborative programs in India include student exchanges, faculty exchanges and joint research or management development programs. Apart from these three common means of collaboration, emergence of foreign education providers in India is also growing as an offshoot of the process of privatisation of educational institutions.

It has been identified that institutes of the US, the UK and Australia have the many collaborations in India for higher education of various designs. However, other universities in Europe and a few of the south-east Asian countries are also catching up fast and expanding their presence in India.


Prominent Modes of Collaboration between Indian and Australian Universities


Some other prominent research collaborations include setting up of the Australian Centre for International Agricultural Research (ACIAR) in Australia, and the India Council and ‗Australia-India

Strategic Research Fund Project‘, which demonstrates Australian Governments‘ commitment towards joint research initiatives.


Collaborating—Key Benefits Sought by Indian Universities

Some of the key objectives of collaborations are:

a. Increased student and faculty exposure,

b. Added value to the brand of Indian institutes

c. Aligning with global practices, and

d. Creating attractive opportunities for joint research.

Indian institutes seek links with several foreign institutions and universities as they diversify the educational portfolio they offer. This is particularly relevant for emerging courses, in which Indian universities have not developed expertise. These collaborations also add to the brand name and reputation of the institutes and strengthen the credentials of the collaborating institutes. International collaborations also expose students to varied educational systems, cultures and academic talent and are an opportunity to provide students access to world-class infrastructure and facilities.

Similarly, faculty exchange programs expose teachers to new learning, different styles of pedagogy and even encourage teachers to release joint publication of research papers. The faculty can then adopt these teaching styles and preferences in the home institution. These programs expose students to research-oriented coaching and broaden their outlook.

Collaborations are considered instrumental to enhance the global exposure of Indian universities in terms of education and peer group interaction, which enhances the overall personality development of students. Apart from building an understanding of issues and cultures at a global level, they also lead to frequent international conferences among partner institutions, which are seen to add value in higher education institutes. Another reason why institutes seek international collaborations is to explore joint-research opportunities. Many institutes collaborate with the objective of conducting joint-research studies, with a mix of western and Indian philosophies coming together.


Considerations for Collaboration


Potential Challenges and Insights for the Path Ahead

Challenges

Rigid terms and conditions: It has been noticed that rigid terms and conditions in the partner universities have restrained the flexibility of smooth working relationships. This can affect multiple criteria, like designing course curriculum and streams for collaboration. This has reduced the willingness of Indian universities to pursue collaborations, so more flexibility in contractual terms would help forge stronger relationships.

Ambiguity of purpose: Another area which needs to be considered while forging collaborations is to have a clear purpose or plan of action. There have been many recent cases where such collaborations have been done solely to achieve enhanced market value and thus have not yielded any real benefits or have remained inactive collaborations. A clear plan of action at the time of signing the agreement helps both parties to direct efforts towards achieving the desired objectives of the alliance. Similarly, setting clear timelines for specific actions also enables the partners to track progress at regular intervals.

Lack of autonomy: Lack of autonomy for decisions, with respect to collaboration in government colleges, is also a deterrent. These institutions don‗t have sufficient authority to make decisions regarding collaborations and they are solely bound by the rules and regulations of universities to which they are affiliated. University approval on the other hand is a tedious and time consuming process which affects the willingness of government institutes to enter into alliances. The solution to this is to initiate talks at the university level, as this is likely to yield faster results.

Efficient networking: Effective networking and liaising with stakeholders could also expedite the process of alliances. Some initiatives directed at country level might also encourage more state institutes to participate.

Insights

Step-wise advancement: Australian universities can initiate collaborations initially through student and faculty exchange programs, for which willingness would be high, and they can gradually explore other complex modes like programmatic and research collaborations at a later stage.

Diversification and relevance: Diversifying the education portfolio, enhancing exposure and increasing credentials are some of the key motivational factors for the Indian universities to link with foreign universities. Australian universities should therefore stress the relevance of course offerings, exposure offered and testimonials for its institute while proposing alliances so that Indian institutes have clarity about their position.

Credentials and prestige: Some of the key considerations of Indian universities while collaborating include prestige of the foreign university, recognition of courses, faculty of the institute and mutual working relationships. Credentials in these areas can go a long way in forging useful relationships with Australian universities. Rigidity in terms and conditions of foreign universities and inactive collaborations has sometimes led to unsuccessful collaborations in the past. Therefore, there must be flexibility in terms and conditions to ensure mutual benefit for both parties and both parties should actively work towards overall education enhancement.


Clarity of vision: It is very important to have a clear purpose and plan of action around the benefits sought from collaboration. Most importantly, it is essential to target specific institutes and establish collaborative programs in specific courses to have a strategic match.

Close and consistent interaction: Visiting Indian campuses and interacting with faculty and management once every two months could help achieve better liaison. This would also assist in understanding the benefits Indian institutes seek from alliances and generate the right kind of collaborations. Another way to enhance interaction among various stakeholders is to organise well-advertised seminars, targeted at Indian students and highlighting the advantages of studying in Australia. These initiatives could also increase Indian students‘ interest in collaborative programs. Consistent interaction between Australian and Indian academia would create requisite awareness about the Australian education system and would also propagate the mutual benefits of association.

Faculty Inviting Indian faculty from the selected colleges to Australian universities as guest lecturers would help them understand the education system and also identify the possibility of synergies. Effective word-of-mouth publicity by these distinguished faculty members might encourage Indian universities to establish further collaborative programs.

Provision of scholarships: Another major deterrent for students not utilising the presently active exchange programs is the financial constraints. Well publicised scholarship schemes among the Indian universities for tuition and accommodation, as well as other financial incentives, can address this issue. For instance, the recent Australian Leadership Awards have helped increase the inflow of international students to Australia.


Positioning Platforms—Stepping in for Collaboration

Create Awareness and Emphasise Key Benefits of Studying in Australia

This is the first step that needs to be taken by the Australian academia, as well other relevant bodies. Australia is currently perceived more as a destination for vocational courses and there is low awareness about higher education opportunities in Australia. So it is important to emphasise Australia as a destination for higher studies and to promote key benefits of collaboration with Indian institutions.

Cultural exchange visits, Indo-Australian educational summits, road shows and emails to prospective students can help increase awareness among the relevant audiences.

Promote Key Differentiating Factors of Australian Universities

Another challenge that Indian universities face while selecting partner universities is low awareness of Australian universities. There is little information on their rankings, key differentiating factors, strengths, weaknesses and area of expertise. Hence, Indian universities are sometimes less receptive towards joint initiatives or collaborative efforts with Australian universities.

It is necessary to highlight the strengths of select Australian universities for courses in demand, through effective communication.

A copy of the Good University Guide for Australian universities is an excellent source of the relevant information and if given to prospective partner universities, as well as interested Indian students, it could help resolve their doubts about the institute.

Market Prestige of Australian Universities

Indian academia perceives a lack of prestige among Australian universities, especially for management and engineering courses. National ranking is a critical factor for evaluating potential partner institutions among premier Indian institutes.

Most Indian students dream of attending institutes like Stanford, Wharton and Harvard. Thus, creating goodwill for the Australian universities will help create interest in forging alliances. Highlighting the strong reputation, ranking, accreditation and past record of the Australian university during communication with Indian counterparts can be the first step in addressing these concerns.

The best way to establish successful collaborations with Indian universities is to take a phased approach. To start with, Australian universities can foster international interaction by initiating bilateral cultural programs, conducting online lectures by Australian faculty and organising Indo-Australian education summits, to raise awareness among Indian academia and students.

Initiate More Student Faculty Exchange Programs

The next step is to initiate student and faculty exchange programs which can provide a way for Australian universities to create further strategic alliances with Indian counterparts. As the student exchange is most popular among Indian universities, it can be an initiator for developing long-term collaborative programs. Faculty exchange can also open up further opportunities for joint research.

Once there is a mutual understanding among the partner universities on the curriculum, operational mechanisms and areas of expertise, the path to establish strong collaborations such as dual degree and twinning programs will be simpler. Establishing such arrangements would enable institutes to leverage the goodwill of the partner institutes. Indian students would also achieve more international exposure by completing part of their studies in a foreign university. For the Australian universities it is an opportunity to generate favourable word-of-mouth publicity.


The final phase should be where the partner universities establish collaborations across multiple modes as well as courses. This can be done by capitalising on identified mutual strengths in varied streams through modes

like joint research centres, workshops and programmatic collaborations. Synchronisation of operational mechanisms should be given utmost importance during this final stage.


Ensuring Smooth Working Relationships

Flexible Collaborations: Flexibility in terms and conditions of the collaborating institutes is absolutely essential to have an effective collaboration initiative. It has been identified that certain Indian institutions feel constrained by the rigid terms and conditions of the partner institutes in terms of number of exchange students allowed per trimester, as well as course availability.

To forge a successful collaboration, the relationship must have significant benefits for both the parties and the terms and conditions between Indian and Australian universities should be mutually agreeable.

Synchronize Educational Calenders: Mismatching education systems and educational calendars in terms of semester timing and course availability represent the major hindrance for students aspiring to do exchange programs. A few of the steps which can be taken by host institution are to:

Offer a gap between two semesters/trimesters to match the partner institutes curriculum

Give the option of early exams for exchange students

Offer the option of finishing/submitting some assignments online

Provide flexible scheduling of programs/courses, which can be done to suit the requirements and timing of the partner institutions

Ensure that the education system of the partner institute gels with the Indian system in terms of assessment procedures, grade conversion norms and credit transfers.

All this information must also be conveyed to the aspiring students at the time of applications to ensure that there is no communication gap. Another important consideration is that both partners should remain in an active state of collaboration to get maximum advantage out of the initiative.

Dynamic timelines and specific responsibilities should be clearly identified before the final agreement takes place, to ensure that none of the partners enter a dormant mode at a later stage.


Annexure A: State Profiles


Andhra Pradesh The total enrolments in higher education in the state reached 1.64 million in 2009-10 from 1.06 million in 2008-09, while the budget expenditure for higher education increased from AUD $387 million in 2007-08 to AUD $ 577 million in2009-10. The table below lists the prominent institutes in the state.53, 54

Some of the recent developments and initiatives are:

Bhabha Atomic Research Centre (BARC)—The port city of Visakhapatnam will soon get a new regional centre of the country's premier atomic energy research institute, the BARC. The regional centre will also house the Homi Bhabha National Institute (HBNI), a deemed university offering graduate programs in nuclear science. Vishakhapatnam is emerging as a strategic point for naval establishments, a new nuclear submarine base and other defense installations. This is part of the ‗Look East‘ policy of the government to shore up the east coast and strengthen the armed preparedness.

Medical Education—Andhra Pradesh has a well developed pharmaceutical industry and is setting up a large number of medical

institutes to cater to industry needs. Government of Andhra Pradesh even has the distinction of establishing the first University of Health Sciences.

Technical Education—Andhra Pradesh is known for its IT industry and has developed its technical education infrastructure by setting up a robust infrastructure of engineering colleges and other institutes of technical education. The state also has the highly reputed IIT and NIT to add to its core advantage on this front.

Panel on Higher Education—A nine member, high-power committee headed by the Chairman of the Andhra Pradesh State Council of Higher Education, K.C. Reddy, was constituted by the government to formulate the education policy of Andhra Pradesh. The committee also worked on strategies, which can assist in globalisation of the state.

Foreign Collaboration with University of Massachusetts—An MoU has been recently signed between the Vignan University, Andhra Pradesh and the University of Massachusetts in the US, to offer twinning programs for undergraduate and postgraduate programs in both engineering and management streams.


Gujarat The total enrolments in the higher education in the state reached 0.92 million in 2009-10 up from 0.77 million in 2008-09, while the budget expenditure for higher education increased from AUD $ 84million in 2009-10 to AUD $143 million in2011-12. 55,

56 The table below lists the prominent institutes in the state:

Some of the recent developments are:

Strengthening Educational Infrastructure—In the last six to seven years, Gujarat has established five new universities offering varied courses. A National Law University has also been established in the state capital, Gandhinagar. Four additional agricultural universities have also been set up and have formed a network for collaborative research. Several new engineering, pharmacy and technical colleges have been set up and this has doubled the intake capacity in the last five years. There are also plans to establish an IIT in Gujarat.

Corporate Involvement—The Adani Group is planning to establish an Institute of Infrastructure Management, a private university and an Adani Knowledge Centre in the state.

Nurturing talent through development of human resource and development (HRD)—

To cater to the demands of a knowledge-based economy, new courses like biomedical engineering, cheminformatics and automobile engineering have been introduced. The area between Ahmedabad and Gandhinagar is also being developed as a knowledge corridor.

Biotechnology Education in Gujarat—The present annual turnover of the biotechnology sector in Gujarat is around AUD $233–293 million. The Gujarat biotechnology industry consists of more than 80 biotechnology companies, 70 support organisations and around 14 research centres. The state has taken considerable care that the educational infrastructure is developed to ensure the growth and sustainability of the industry.

The state has 14 universities and many research institutes offering postgraduate and undergraduate courses in biotechnology and related allied sciences. About 20 institutes offer undergraduate courses, five offer postgraduate courses, six offer doctoral courses and seven offer diploma courses. This robust educational infrastructure in the field of biotechnology provides much-needed resources for the industry. The state government is also promoting research and industry-academia linkages.


Tamil Nadu The total enrolments in higher education in the state reached 1.27 million in 2009-10, up from 0.98 million in 2008-09, while the budget expenditure for higher education increased from AUD $236 million in 2007-08 to AUD $ 450 million in 2011-12. The table below lists the prominent institutes in the state.57, 58


State Government’s Initiatives—Tamil Nadu‘s education system is considered one of the best in the country. This is due to the continuous efforts of the state government to make the education policy liberal and also to grant autonomy to various institutes of excellence. According to the policy note of the Department of Higher Education, the Government of Tamil Nadu has devoted special attention towards strengthening their higher education system to respond to new and emerging demands. Initiatives of the Government of Tamil Nadu have been to focus on consolidating the existing education facilities and infrastructure and to provide balanced attention towards technical education as well as high-quality humanities and science programs.

Strength in Professional Education—Tamil Nadu has strong infrastructural facilities for professional education. Major cities including Chennai, Coimbatore, Trichy and Madurai have established themselves as forerunners in the field of higher education. Some of India‘s best professional educational institutions are located in these cities. The state also has the second largest intake capacity in the country for engineering and polytechnic education. The intake capacity of engineering colleges has reached 35,230 and the polytechnics‘ intake capacity has reached 47,500. There are also more than 60 institutes in Tamil Nadu offering courses in hotel management, catering technology and related fields.

Foreign Collaborations—After introducing e-learning and Wi-Fi connectivity, Tamil Nadu Agricultural University is poised to start dual-degree programs as an outcome of links with international universities. For the Bharathiar University access to, and internationalisation of, higher education has been a main focus. The university is looking to further strength this and is in talks with universities in France, Uganda and Malaysia to send their students for education in India.


Maharashtra The total number of enrolments in higher education in the state reached 3.28 million in 2009-10, up from 1.76 million in 2008-09, while the budget expenditure for education, sports, arts and culture was increased from AUD $ 3442 million in 2007-08 to AUD $ 4065.7 million in 2009-10. The table below lists the prominent institutes in the state.59, 60


Educational Infrastructure—Maharashtra is the third-largest state In India and known for its educational excellence, making it a huge opportunity for education providers to serve a large pool of India‘s student population. The state has several universities and research institutes of world renown, offering quality education in India. Under the Universities with Potential for Excellence (UPE) scheme of the University Grants Commission (UGC), AUD $0.91 million has been allocated to Mumbai University to reform the academic, administration, finance and examination processes. There are 15 additional projects under the UPE scheme.

Responsive to Collaborations—Maharashtra state government has lately been quite responsive to prospective

collaborations with Australian universities in the field of higher education through research and exchange programs. This initiative is currently proposed in the areas of environment, agriculture, biosciences and clean energy projects.

International Initiatives—A MoU between the Maharashtra University of Health Sciences and the University of Sydney is in the pipeline. The MoU has to be signed to offer the International Postgraduate Pediatric Certificate (IPPC) program which is equivalent to a Diploma in Child Health. The IPPC program will be a one-year, part-time, distance education program. The state and Intel have jointly started the Intel Higher Education Program, focused on advancing innovation in key areas of technology. IIT Mumbai and Intel have jointly conducted various programs for Very Large Scale Integration curriculum development in tier 2 and tier 3 colleges with the support of Michigan University.

Corporate Relations—Maharashtra state government has recently collaborated with Microsoft. One of the key deliverables of the MoU for collaboration in education is implementation of Microsoft's University Relations Program for academia and student engagement at the university level.


Delhi and NCR The total enrolments in higher education in the state reached 0.68 million in 2009-10 up from 0.24 million in 2008-09, while the budget expenditure for total education increased from AUD $ 600 million in 2008-09 to AUD $ 725.8 million in 2009-10. The table below lists the prominent institutes in the state. 61, 62 Some of the recent developments and initiatives are:

University System—The state government has proposed setting up a university system for the national capital territory of Delhi, which will build on the best high-performing university systems abroad. The vision is to create multiple universities and campuses, united by a common system of management and governance. The state government is also taking steps to expand the higher education system by setting up the National Law School and the Indian Institute of Information Technology (IIIT).

Knowledge City—To take steps towards creating state-of-the-art knowledge hubs, the state government is setting up a ‗knowledge city‘, which will allow self-financing institutions to flourish. The state government, however, will maintain policy control over implementation of the initiative. The knowledge city would offer state-of-the-art shared infrastructure and

services across a number of self-financed institutions, so that the growth of institutions that are restricted by problems of land availability could be increased. It is proposed that this knowledge city would be developed on a public-private partnership basis.

Public-private Partnership Initiatives:

Increase in technical education opportunities—A number of self-financed technical education institutions, affiliated to the Guru Gobind Singh Indraprastha University, have emerged due to a change in the policy for technical education.

Research and Development—Industry-relevant research and development efforts in India have lagged behind. To capture the potential of this lost value, the Netaji Subhash Institute of Technology (NSIT), a leading engineering institution that is fully government funded, is setting up a state-of-the-art science and technology park in collaboration with NASSCOM, on a PPP model.

EDUSAT Facility—The state government, in collaboration with the Indian Space Research Organisation (ISRO), has set up an educational satellite facility to enable distinguished faculty members to deliver lectures in 50 different institutions.


Orissa The total enrolments in higher education in the state reached 0.43 million in 2009-10 from 0.45 million in 2008-09 while the budget expenditure for higher education increased from AUD $128 million in 2007-08 to AUD $ 204 million in 2009-10. The table below lists the prominent institutes in the state.63, 64


Educational Infrastructure—The state has nine universities, 88 engineering/MCA colleges and 18 medical colleges. Many institutes of national and international reputation are opting for Orissa as their location.

Varied Education Providers—IIIT, which has been set up by the government with support from industrial organisations, has also started operating in Bhubaneswar. The University College of Engineering (UCE) at Burla has been upgraded to a unitary university while steps are taken at the government engineering colleges at Berhampur and Bhawanipatna. Some of the other new institutes that are coming up include National Institute of Science and Research (NISER) and IIT, Kharagpur campus at Bhubaneswar. The Central University of Orissa would be established at Sunabeda near Koraput at a 450-acre site

and a National Law University will also be set up in Cuttack soon.

E-governance Initiative—The Orissa government has recently unveiled an e-college initiative, the first of its kind in the country, putting in place e-governance in the higher education sector.

The interactive portal will host the website for all the 1,500 government and non-government colleges in the state to enable convergence of higher education directorates and colleges.

New Private Universities Proposed—The Government has recently introduced bills for establishment of three private universities in the state to deliver quality education. These are Vedanta University, ICFAI University and The Sri University.

Corporate links—US chip maker Cypress Semiconductor Corporation will set up a design technology laboratory on the campus of the Bhubaneswar Institute of Technology to train its students. The technology services provider Intelligroup has also recently signed a MoU with Orissa-based Jagannath Institute for Technology and Management (JITM), with an aim of ensuring a high-quality source of IT professionals, as well as bringing opportunities to the rural areas.


Karnataka The total enrolments in higher education the state reached 0.93 million in 2009-10, up from 0.82 million in 2008-09, while the budget expenditure for education is AUD $2214.8 while that for higher education is AUD $54.8 million in 2009-10. The table below lists the prominent institutes in the state.65, 66


Educational Infrastructure—Karnataka has 11 universities, and 133 medical, 134 engineering, 712 general, 199 diploma, 68 computer applications and 61 MBA colleges. There are also two additional universities for agricultural sciences at Bangalore and Dharwad.

Professional Education—Karnataka has emerged as the information technology powerhouse of India. The state has an educational environment unique to the entire south Asia region, with the largest number of professional colleges. There are 15 universities in the state, apart from the reputed institutions like IIM, IISc and IIIT, which are deemed to be universities.

Key Initiatives by Government—The State Government has undertaken several

initiatives, such as setting up the State Knowledge Commission, and forming committees to recommend amendments to the current Karnataka State Universities Act 2000. The recommendations of the task force for higher education in Karnataka are also being pursued for setting up a State Council of Higher Education in Karnataka. The Central Government has sanctioned a central university for Karnataka to be set up at Gulbarga and another central university of excellence to be set up at Mysore from the academic year of 2009–10.

Government’s loan subsidy scheme—Prospective students taking admissions to professional courses through the state government‘s Common Entrance Test (CET) can apply for the government‘s loan subsidy scheme. Under this scheme, students can apply for loans at 6 per cent interest from any nationalised bank, with the state government paying the balance interest payment. The scheme was introduced for the first time in 2008. The loan subsidy scheme is applicable to students, provided they are taking engineering, medical, dental or Indian systems of medicine and homeopathy courses.


Madhya Pradesh The total enrolments in higher education in the state reached 0.9 million in 2009-10 up from 0.24 million in 2008-09, while the budget expenditure for higher education increased from AUD $114 million in 2007-08 to AUD $ 506.2 million in 2009-10. The table below lists the prominent institutes in the state.67, 68


Educational Infrastructure—Madhya Pradesh‘s education network consists of nine universities and over 250 degree colleges. The state has a vast network of professional and technical institutes housing 45 engineering colleges, more than 200 technical training institutes, six medical colleges and 43 management institutes.

Government Initiatives—Government of Madhya Pradesh has been actively taking steps to revamp the education system of the state. The state has received proposals from the Management Development Institute of Singapore to establish training institutes in Bhopal and Jabalpur. Approximately 500 students would benefit annually from such a program. The Madhya Pradesh government is trying to ensure that its education remains oriented towards

generating employment. Entrepreneurship development programs are being given top priority in both urban and rural areas. Vocational courses and training for youth have been introduced on a massive scale, due to the anticipated increased workforce requirements in sectors such as food processing, organic farming, biotechnology, IT and agri-business.

The state government has also taken steps to open a new agricultural college at Ganjbasoda village in Vidisha district.

New avenues in higher education—The Government of Madhya Pradesh and Indira Gandhi National Open University have begun the concept of ‗fast education‘ with skill development. The Government of Madhya Pradesh has entrusted IGNOU to launch 50 community colleges in the state to promote skill-based and job-oriented education. The Government of Madhya Pradesh has also decided to set up special education zones in the state in the field of higher education, to encourage more private educational institutions to provide education in the state.


Uttar Pradesh The total enrolments in higher education in the state reached 2.4 million in 2009-10, up from 1.67 million in 2008-09, while the budget expenditure for higher education increased from AUD $ 282 million in 2007-08 to AUD $414.2 million in 2010-11. The table below lists the prominent institutes in the state.69, 70


Educational Infrastructure—At the level of higher and technical education, Uttar Pradesh (UP) has 16 general universities, three technical universities and 11 prominent institutes of management, technology and engineering. This provides the state with a firm basis for providing opportunities for higher education to its youth.

PPP Initiatives in Improvement of Educational Infrastructure:

The UP government has decided to set up 250 new industrial training institutes in the state. Private organisations will be secured to set up 250 new industrial training institutes in 638 struggling blocks of UP on the basis of PPP. Private organisations will also upgrade the 125 existing industrial training institutes owned by the state government.

The existing 210 ITIs and 48 branch ITIs owned by the UP government have been in a dismal state, largely due to lack of funds. The move to secure private players is aimed at serving a twin purpose of ensuring development of the ITIs and also to create job opportunities in the private sector. As proposed, land would be allotted to the private developers with the state government as facilitator. The private organisations would also be involved in developing 25 existing ITIs including the ones in Lucknow, Meerut, Kanpur, Agra, Bareilly, Varanasi and Allahabad, as centres of excellence on the PPP model. This is a World Bank aided project and AUD $0.66 million has already been released by the Government of India for each ITIThe state government is promoting private-sector participation in the field of higher education as per the Industrial and Service Sector Investment Policy

Increase in Student Intake—The UP government has decided to increase the number of seats in universities and degree colleges, both for undergraduate and postgraduate courses by 20–25 per cent.


West Bengal The total enrolments in higher education in the state reached 1.24 million in 2009-10, up from 0.84 million in 2008-09, while the budget expenditure for higher education increased from AUD $ 224 million in 2007-08 to AUD $300.9 million in 2009-10. The table below lists the prominent institutes in the state.71, 72


Higher Education Projects—Some of the higher education projects that the West Bengal Government is looking forward to in 2009 are:

Its first private university, with the assembly passing the Dhirubhai Ambani Institute of Information and Communication Technology Bill. The institute, which involves an investment of AUD $26.24 million, has been designated a 50-acre plot in Kalyani.

The 150-year-old Bengal Engineering and Science University is expected to be conferred the status of an Indian Institute of Engineering Science and Technology.

Up-gradade plans for varsity PG Courses:

The West Bengal Council of Higher Education, which frames all major policies related to higher education, has started

drawing up a comprehensive plan to improve the standard of teaching, learning and research in every subject taught at the postgraduate level in all state-aided universities.

There are a string of proposals to upgrade the postgraduate education system in West Bengal. This includes proposals for faculty exchanges. There is also a proposal for sharing of research facilities, under which students of one university will be able attend classes or conduct research in another institution. The syllabus and examination systems followed by various universities at the postgraduate level would also be thoroughly examined by the council.

Industry Linkages—The West Bengal University of Technology and IBM India have signed an MoU to advance IT-learning initiatives in the state. The platform is based on the principles of cost-effective technologies, open-standard software and hardware-neutral strategies.


Annexure B: Institute Profiles


Birla Institute Of Technology, Ranchi, Jharkhand

Ranchi—835215, Jharkhand Website: www.bitmesra.ac.in Phone: 0651-2275444, 2276249/267

Overview

The Birla Institute of Technology (BIT) was established in 1955 at Mesra, Ranchi, with a vision to be recognised as a world-class learning institution for engineering and technology. The institute has been a pioneer in providing high-quality academic programs that foster student development, knowledge sharing and promote scholarly research. Over the last 50 years, the institute has not just kept pace with the times; it has often taken the lead by introducing programs in emerging areas.

Key Courses Offered

The institute today offers undergraduate, postgraduate and doctoral programs in engineering and technology, applied sciences, remote sensing, computer applications, information science, biomedical instrumentation, biotechnology, pharmaceutical sciences, business management, hotel management and catering technology.

Key Strengths

Pioneer in Space Engineering: It was the first institute in India to establish a Department of Space Engineering and Rocketry in 1964.

Active Entrepreneurs Cell: BIT introduced the concept of the ‗Small Industries Entrepreneurs‘ Park‘ and became the first and only institute in the country to not only provide central designing and workshop facilities to young entrepreneurs, but also to facilitate initial project funding.

Strong Information Technology Infrastructure and Overseas Presence: BIT became the first technical university to establish an overseas extension centre in 2000. It is one of the few universities to have a super computer at the core of its ultra-modern IT infrastructure.

It is also an active member of the Euro-Asian Network for Strengthening Graduate Education and Research in Wireless Communications (EAGER) NetWIC Project of the ASIA LINK program of the European Commission, tasked with establishing a world-class academic network of higher education in the rapidly growing field of wireless and mobile communication between the five partner universities.

Collaborations and Strategic Intent

The Department of Computer Science has academic collaborations with University of New Brunswick (UNB), Canada; University of Melbourne, Australia; and University of Manitoba, Canada.

BIT has also signed an MoU with University of Leeds (UoL), UK, for dual-degree programs in the disciplines of electrical and electronics engineering, electronics and communication engineering, mechanical engineering, production engineering, automotive engineering and mechatronics. Under this MoU students enrolled in any of the above mentioned BE programs, and having successfully completed second year, are eligible for direct admission in the third year of Masters in Engineering (ME) programs at UoL. After successfully completing two years at UoL, the student will be eligible to get a BE degree from BIT and a ME degree from UoL.

An agreement has also been signed between BIT and UNB Canada to collaborate on areas of mutual interest in the field of higher learning. Under the MoU a Block Credit Transfer agreement has been made between BIT and the faculty of computer science at UNB. This agreement refers to providing the BIT students an opportunity to study and obtain a bachelor of computer science at University of New Brunswick.


Motilal Nehru National Institute of Technology, Allahabad, Uttar Pradesh

Teliarganj, Allahabad—211004, Uttar Pradesh Phone: 0532 – 2545677 Website: www.mnnit.ac.in

Overview

The Motilal Nehru National Institute of Technology (MNNIT) came into existence in 1961 to offer graduate degrees in civil, electrical and mechanical engineering. Today, the students are extensively exposed to cross-cultural environment as candidates from various other countries such as Sri Lanka, Nepal, Bangladesh, Bhutan, Mauritius, Malaysia, Iran, Yemen, Iraq, Palestine and Thailand also join the institute for various undergraduate and postgraduate programs. In surveys by Dataquest magazine, the institute consistently ranks among the top 20 technology schools in India.

Key Courses Offered

Besides Bachelors in Computer Applications (BCA) and Masters in Computer Applications (MCA), the institute offers undergraduate engineering programs in nine specialisations and postgraduate engineering programs in nearly 25 specialisations. The institute also offers management courses through its School of Management Studies.

Key Strengths

Impressive Placement Records: The institute has had a record number of placements, even in these recession conditions.

Experienced Faculty: The faculty members come from highly qualified diverse backgrounds with rich industry experience.

Excellent Infrastructural Facilities: The institute has well-equipped laboratories for each of its department, with state-of-the-art infrastructure and the latest technology.


Currently, the institute has only one collaboration with Feng Chia University,

Taiwan. Under this program, Indian faculty members have visited Taiwan, but MNNIT doesn‘t host faculty from Feng Chia University.

In the process of establishing collaboration, the institute requires the approvals of the MHRD, their Chairman, Director, Board of Governors, and Ministry of Foreign Affairs. MNNIT feels that getting these necessary clearances has been the bottleneck for them. Some of the obstacles and important considerations involved in the collaboration, as observed by the college authorities, are:

The institute wants to be careful about the university with which the collaboration is to be initiated. They are of the view that collaboration is only possible if both the colleges are of an equal standard and there is equal flow of knowledge.

MNNIT believes in two-way benefit, so that the faculty, students, and even the curriculum, should be exchanged between both institutes. Some time ago, Baghdad Technical University showed its interest in collaboration, but MNNIT didn‘t finalise it because the Indian faculty was not willing to go to Bagdad. This was also the case with some of the African universities.

They believe collaboration is successful if both the parties show equal interest. This is difficult to achieve at the institute level, as the MoU goes through many channels and several factors have to be considered. It would only be effective in the case of department-level collaboration, as both the parties work towards the


improvement of the quality of the program.

Recent Initiatives: MNNIT held an Indo–European Institute Interaction Program this

year. Recently, the World Bank also conducted a project on Technical Education and Quality Improvement. For this purpose, faculty members were sent to various countries for knowledge sharing.


Vellore Institute of Technology University, Vellore, Tamil Nadu

Vellore—632 014, TamilNadu Phone: 91-416-2243091 / 93 Website: www.vit.ac.in

Overview

Vellore Institute of Technology (VIT) University was established in 1984, located in the state of Tamil Nadu, between Chennai and Bengaluru. The founder of the university, Mr G Viswanathan, is the current Vice Chancellor of VIT.

The affiliation of the university was to the Madras University until 2000, but after 2001 it was declared as a deemed university and renamed as the VIT university. This year, it was ranked among the top 10 institutes of India.

Key Courses Offered

The university offers 18 undergraduate and 32 postgraduate programs including a five year integrated MS-Software Engineering program. It also offers research programs leading to Master of Philosophy (M.Phil) and PhD degrees. Dual-degree programs and integrated postgraduate programs are also offered for students wanting to study two degrees simultaneously.

Key Strengths

VIT excels in infrastructure facilities and also has extremely strong links with foreign universities.

Focus on Industry-Academia Interaction: The University and its schools have a record of organising conferences, symposia and seminars for knowledge dissemination in emerging areas. Typically, these extension programs are organised jointly with national or international professional societies and industry support. The schools and research centres regularly organise technology appreciation workshops, faculty development programs, summer schools, intensive short-term courses, and specific areas or industry-oriented courses.

Focus on Nurturing Entrepreneurs: VIT‘s Technology Business Incubator has been established with the sponsorship of the Department of Science and Technology, Government of India, to assist budding entrepreneurs to incubate their technology venture. Multinational companies such as Tata Consultancy Services have also accredited VIT to the highest level, enabling students to get higher starting salary scales.


The college has signed MoUs with 60 prestigious universities across 21 countries, including Australia, Canada, UK, US, Korea, Japan, Italy, Germany, France and China.

So far, 60 students from China, Germany, France, Netherlands, Spain and Rwanda have carried out their bachelor‘s and master‘s project at the institute. In turn, 60 students of VIT have received short-term assignments for carrying out their project work in Australia, Canada, France, Germany, Netherlands, Singapore, the US and UK. To encourage as many final-year students to have international exposure as possible, VIT launched this special program with partial financial support to students including:

scholarships worth AUD $60,000 by VIT

scholarships by partner universities like Leibniz University in Hannover, Germany (3,600 Euros/student), ESIGELEC, France(1250 Euros/student), University of Laval and University of Saskatchewan, Canada (10,000 CAD/student).

Through the several MoUs signed, the institute gets visiting professors from different universities from Australia, Canada, Germany, Netherlands and


Singapore for short periods of up to eight weeks, to offer special courses as part of existing curricula. Video conferencing is also used to deliver lectures. On a similar

basis, the Indian faculty has also been able to offer courses for short periods in those countries and has carried out research work.


Manipal Institute of Technology, Manipal University, Karnataka

Manipal—576104, Karnataka Phone: 0820 2571978 Website: www.manipal.edu

Overview

Formerly known as Manipal Engineering College, Manipal Institute of Technology (MIT) is a privately funded school of engineering and technology and one of the constituent colleges that make up Manipal University in Karnataka. A sister concern campus of the institute, located in Sikkim, India, was established in 1995 under the ambit of Sikkim Manipal University. International engineering programs, operating out of the campus located in the city of Dubai, United Arab Emirates, were also established in 2008.

Key Courses Offered

MIT offers undergraduate engineering courses in 16 specialisations and postgraduate engineering courses in 12 specialisations. Other programs offered are Master of Science (M.Sc) in software engineering, MCA, integrated MBA programs in conjunction with other programs at the university, as well as full-time and part-time PhDs.

Key Strengths

Active Student Counseling Cell: The unique feature of MIT is that it counsels the parents and new students over a span of six days. This ensures that the student takes up a stream without any peer pressure. The counseling cell advises the students to take up other opportunities which are in their best interests.

Strong Alumni Network: The institute nurtures budding entrepreneurs. Many alumni hold managerial positions like Chairperson, MDs and Group Heads in famous organisations such as Bharti Airtel, Federation of Indian Chambers of Commerce and Industry (FICCI), Hero Honda and Microsoft. Over the last 52

years, the college has built a strong alumni of 18,000.

Professional Management: The college doesn‘t advertise itself aggressively, but believes in its quality and attracts students by word of mouth. It also has a professional and transparent management.


The 1990s saw the start of the International Center for Applied Sciences (ICAS) which runs twinning programs with partner universities around the world, including Illinois Institute of Technology and Milwaukee School of Engineering. The twinning program follows a model wherein the first years are spent at MIT, Manipal, and the latter two years are spent at the partner university.

The college is also a member of the international association: International Arrangement for Exchange of Students in Technical Experience. The general trends seen in this program are:

Most students go abroad to undertake projects with reputed industries/corporations for their final semester.

The college hosts a number of students from all over the world. However, only 5–10 per cent students from the institute go abroad due to high expense.

A lot of students who go as project trainees are absorbed by their companies after completion of internship.

Although most students opt to go to the US, Germany is still the preferred destination for automotive and mechanical engineering students.


The focus is gradually shifting towards the UK and other European countries, with very few students opting to go to Australia.

There are a few students who are currently training in Daimler Benz,

Germany, and other oil drilling companies in the US and Switzerland.


Symbiosis Institute of Computer Studies and Research, Pune, Maharashtra

1st Floor, Atur Centre, Gokhale Cross Road, Model Colony, Pune—411016, Maharashtra Phone: (+91) 020 - 2567 5601 Website: www.symbiosiscomputers.com

Overview

Established in 1985, Symbiosis Institute of Computer Studies and Research (SICSR) is an educational institute located in Pune. The institute provides quality education to students through various full-time and part-time programs affiliated to Symbiosis International University. To make the studies at SICSR an exhilarating intellectual journey, it endeavours to develop the necessary environment through synergy of well-qualified faculty, devoted students and experienced industry experts.

Key Courses Offered

MBA in information technology

M.Sc in computer applications

BCA

Bachelor of Business Administration (BBA) in information technology.

Key Strengths

Updated Course Curriculum: The institute‘s course curriculum is highly adaptable to technology changes and is kept competitive through frequent consultation with experts from industry and academia, so that students, when they graduate, are completely up to date with the latest technologies.

Industrial Exposure for Students: To give students enough exposure to industry requirements, SICSR, as a part of its curriculum, ensures that students undergo six months of hands-on training in their chosen industry.

Strict Evaluation Norms: The Institute also ensures continuous evaluation of every student to ensure the quality of education. Additional inputs through guest lectures, workshops and seminars also add value for students and the faculty.


Recently, Symbiosis International University became a constituent of the Knowledge Exchange Institute for its Semester Abroad Program, for all Symbiosis colleges including SICSR. In 2005, the institute was selected by the ISRO for the prestigious Indo-US Edusat Network, a joint initiative of ISRO, Department of Space, Department of Science and Technology, Amrita Vishwavidyapeetham, five US universities, Microsoft, Qualcomm and Cadence. Features of this program are:

University of California; Carnegie Mellon University; Cornell University; Case Western Reserve University Cleveland; and State University of New York, deputed their eminent faculties to teach fully fledged engineering/computer subjects to colleges and universities all over India.

These eminent faculties delivered the lectures live and interactively over a special satellite network that ISRO has set up at a teaching e-learning studio at Amrita campus in Coimbatore. SICSR also received full V-SAT link, computer and projector equipment to set up an e-learning classroom on campus, free of charge.

The American universities further allowed these professors to use their teaching and research material and related content for inclusion in the digital content library for future use. The various disciplines of collaboration include computer science and engineering, information technology, electronics and communication, manufacturing, biotechnology and bio-informatics,

nanotechnology, health care.


Symbiosis Institute of Business Management, Pune, Maharashtra

Symbiosis Knowledge Village, Lavale, Pune, Maharashtra Phone: +91 20 39116000 Website: www.sibm.edu

Overview

Established in 1978, Symbiosis Institute Business Management (SIBM) remains the flagship brand of Symbiosis and is recognised as one of the best business schools in India. It is also ranked consistently among the top 15 B-schools in the country. The business management program offered by SIBM is considered to be among the best offered by a private B-school after the IIMs and a few other top national universities.

Key Courses Offered

two-year MBA program

two and a half year executive MBA program

one-year postgraduate diploma program for working professionals

customised executive postgraduate diploma program for corporations

Key Strengths

Strong Internship Culture: The concept of internships and summer training was also initiated by SIBM, Pune. In 1982 it started the learning training scheme.

Active Mentorship Program: The institute has developed a unique system where the alumni act as mentors to the students.

Industry Interaction: Students organise and participate in various face-to-face interactions with leading industry professionals through seminars and guest lectures. In 1979, SIBM proved its pioneering spirit by becoming the only institute in Pune to organise a seminar outside the city precincts, in Mumbai.

Strong Infrastructure and Experienced Faculty: SIBM has consistently proved its potential

as a B-school through experienced faculty, state-of-the-art infrastructure, good placement records and international links.


SIBM is the official academic partner for training IBM employees enrolled in a ‗General MBA India‘ program with Steinbeis University. This degree is recognised by the German government and all countries that hold education agreements with Germany. SIBM also has collaboration with Deakin University, Australia. However, the collaboration has been inactive lately and the agreement needs to be reworked. The institute is also planning to initiate collaboration with Bremen School of Economics for its MBA program.

One issue faced by SIBM while establishing collaborations is that the academic calendars of the foreign universities don‘t match the Indian colleges.

Some of the key steps being taken in this regard include setting up an American Centre at Symbiosis; making the curriculum match with the international curriculum and building it module wise. The Study India Program will include a culture module and an academic module.


Narsee Monjee Institute of Management Studies, Mumbai, Maharashtra

V.L Mehta Road, Ville Parle East, Mumbai 400056, Maharashtra Phone: +91 22 26134577 Website: www.nmims.edu

Overview

Narsee Monjee Institute of Management Studies (NMIMS) was established in 1981 by Shri Vile Parle Kelavani Mandal Educational Trust. NMIMS commenced its academic activities by providing the postgraduate degree in management studies. It is also the first business school to be accredited and awarded a ‗five star‘ rating by the NAAC. The institute was accorded the status of deemed university in January 2003. It consistently ranks among the top 10 B-schools in India.

Key Courses Offered

The institute offers various full-time and part-time MBA programs specialising in areas such as pharmaceutical management, retail management, capital markets, actuarial science, global business and services management.

Key Strengths

The strengths of NMIMS lies in its 39-strong core faculty and over 100 associate and visiting faculty, a reputation in research and consultancy, top-quality international linkages, excellent hostel facilities, an outstanding placement record and efficient administration.

Some of the achievements of NMIMS are:

winner of Bombay Management Association's Outstanding Management Award

winner of Dr J J Irani Award for the Best Management Institute 2005.


The university has signed a MoU with numerous institutes including Royal Melbourne Institute of Technology (RMIT),

Melbourne and Weatherhead School of Management, Case Western Reserve University to include faculty exchange, student exchange, joint programs and joint projects.

NMIMS University and University of Houston have signed a MoU for the purpose of co-designing and co-delivering of a postgraduate program in business engineering and mastering construction project management. It also envisages an integrated B.Tech—MS program of NMIMS University and University of Houston with faculty exchange, student exchange and joint research at NMIMS.

Linkages with institutions in South Africa and the US are also being considered.


Xavier Institute of Management, Bhubaneshwar, Orissa

Jayadev Vihar, Bhubaneshwar, Khordha—751013, Orissa Phone: +91 674 3012345 Website: www.ximb.ac.in

Overview

Xavier Institute of Management, Bhubaneswar (XIMB) is a business school located in the eastern state of Orissa. It was established in 1987. XIMB has been ranked as the 8th best B-school in India according to the Outlook India—Best B-schools Survey 2008. The Institute belongs to the ‗super league‘ category of the top business schools in India, as surveyed by All India Management Association.

Key Courses Offered

XIMB offers postgraduate diploma programs in management and rural management. Executive programs and fellowship programs are offered too.

The institute also offers certificate programs in business management, leadership and managerial proficiency.

Key Strengths

Strong Public-Private Partnership: XIMB is an example of one of the first public-private partnerships. The college land has been provided by the state of Orissa and the management has been undertaken by the Jesuits Society.

Innovative Curriculum/Approach: XIMB calls itself the B-school with a human face. It encourages students to move away from just the practical approach, towards the ethical approach. The college ensures that there is synergy between all its programs.

Commitment to society: For this purpose, the Centre for Development Research and Training was formed in 1988, to undertaking rural development activities.


XIMB initiated its international exchange programs nearly three years ago and has

received a good response ever since. All collaborations have been fruitful and there have been no obstacles as yet.

Exchange programs with the Spanish and the French universities have been the most active collaborations. The college has also been approached by other European countries, due to its increasing popularity in that region. Now, XIMB is looking at colleges in Asia, South East Asia and Australia, to increase its reach in these regions.

Each year, about 12–13 students go to one of three sister schools in France, due to the provision of French Embassy Scholarships. Similarly, the college hosts about 18 students from France. This year, due to growing popularity, the college intends to increase this number by six more students. In 2008, some of the faculty members even taught at Loyola College and Ross Business School in the US. The faculty has also been going for exchange programs to many other foreign universities with which the college doesn‘t have any formal collaboration.

In the past year, students from XIMB have also participated in a number of international symposiums and competitions including the Rubicon Contest, Germany; the 17th European Business School Symposium, Germany; the 12th European Management Conference, Paris; the Harvard College Asian Business Forum, Mumbai; and the U8 Summit, UK.


Management Development Institute, Gurgaon, Haryana

Sukhrali, DLF City-I, Gurgaon—122001, Haryana Phone: +91 124 2349831 Website: www.mdi.ac.in

Overview

Established in 1973, Management Development Institute (MDI) has consistently focused on designing practice-oriented learning and a contemporary industry-focused curriculum, driven by strong corporate interface. This unique blend of MDI‘s global perspective and strong industry links contribute to bringing best practice to corporations, through training programs as well as action-centric research and consulting. It has constantly been ranked in the top five B-schools in India according to many popular surveys.

Key Courses Offered

MDI offers postgraduate programs in management in specialisations such as human resource management, public policy management and international management. It also has other executive and fellowship management programs.

Key Strengths

Strategic Location and Excellent Infrastructural Facilities: Its strategic location in Gurgaon, which is a corporate hub, gives it a competitive edge. The college has a distinguished faculty, which helps promote original, quality research and programs.

International Collaborations: MDI is extremely active with international collaborations, be it for student exchange, faculty exchange, corporate collaborations or placement programs

Renowned Management Development Program: The institute is recognised by Reserve Bank of India (RBI) and World Bank for its management development.

Collaborative Programs with Government of MDI: Gurgaon has launched a 15-month Executive Program in energy management and power distribution for working

executives in power utilities, in collaboration with Ministry of Power, Government of India and USAID


Since early 2000, vibrant collaborative programs have been initiated at MDI, which currently has more than 45 MoUs with various universities in the US, Canada, New Zealand and Australia, Europe, Thailand, South Africa, China, Israel, Pakistan and Russia.

In Europe itself, the institute has collaborations with 12 countries for student exchange programs and dual-degree programs.

In the Postgraduate Program in International Management (PGP-IM) program, 30–35 students are coming from foreign universities and 20 students are going abroad as part of the student exchange program. Some students from École Supérieure de Commerce de Paris (ESCP-EAP) come to MDI exclusively to pursue the project management program.


International Management Institute, New Delhi

B-10, Qutab Institutional Area, Tara Crescent, New Delhi—110016 Phone: +91 11 46012730/31 Website: www.imi.edu

Overview

International Management Institute (IMI), New Delhi, is India‘s first corporate-sponsored B-school. The institute was registered in 1981 as an autonomous non-profit educational society under the Societies Registration Act 1860 in collaboration with International Management Institute, Geneva (now IMD, Lausanne).

Its collaboration with various international world-class institutions, provide a world-class management education for students. The curriculum offered in this institute provides scope for an all-round development of participating students.

IMI offers four postgraduate programs:

postgraduate diploma in management

postgraduate diploma in human resource

management

executive postgraduate diploma in management

part-time postgraduate diploma in block field work, at least once a week, with select organisations during the third term, for hands-on exposure to systems, policies and procedures.


IMI has entered into two-way student exchange programs with ESC Rennes School of Business, Asian Institute of Technology (Bangkok), University of Graz and IES, Paris. Key modes of collaboration include student exchange, faculty exchange and joint research. There are also exposure visits for students and delegates. IMI has student and faculty exchange programs with Centre for Management and Research,

France; Institute of Accountancy, Tanzania; Zeppelin University, Germany; and IDRAC Business School, France.

Key Strengths

IMI is India‘s first corporate-sponsored business school. The unique features of this program include:

a proper blend of theoretical rigor and exposure to the real world, through interactive sessions with key stakeholders from government, management, trade unions and civil-society institutions

interface with local revenue administration, conciliation machinery, law and order and judiciary.


St. Xavier’s College, University of Mumbai, Maharashtra

5, Mahapalika Marg, Mumbai 400 001, Maharashtra Phone: +91-22-22620661, 22620662, 22620665 Website: www.xaviers.edu

Overview

As one of the most established colleges in the country, St. Xavier‘s College has an illustrious history and rich heritage. On January 30 1869 St. Xavier's College was affiliated to the University of Bombay. For the last few years, the national magazine India Today has rated it highly, among the first five colleges in India for humanities and science streams. Mumbai University also awarded it the best college award in 2009.

Key Courses Offered

The college offers courses mainly in the streams of humanities, social science, commerce, management and media. Under humanities, the college offers both undergraduate and postgraduate courses in history, English, Hindi and political science.

Key Strengths

Efficient Decentralised System of Administration: The college has an efficient decentralised system of administration with a great deal of accountability. It has formed a local committee comprising of nine members, including the Principal as the Secretary. He prepares the budget and financial statements, recommends creation of new posts, recommends measures for academic and administrative improvement and makes many other vital decisions.

Superior Infrastructure: The college has spent over AUD $0.82 million for maintenance and infrastructure development over the last five years. The college regularly upgrades its infrastructure to keep pace with academic growth, by means of UGC grants and funds raised through the St. Xavier‘s Development Program.

Autonomous Status: The college has recently applied to the Government of Maharashtra for autonomous status, as it is currently

affiliated to University of Mumbai. This is a part of the college‘s efforts to reach international standards.


In the last five years, the institute has established relationships with several universities and colleges across the world that have several similar exchange agreements with institutes in Canada, US, Europe, Australia, Malaysia and Singapore.

The college has a student exchange program with Harvard University where 20 students go for an international conference for 10–15 days, meeting other students from all around the world. As part of the same program, 20 students from Harvard University also come to India and a conference is organised for them with some other Indian institutes as participants. The Harvard program has been organised twice in the past and offers collaborative programs in humanities, science and commerce streams. St. Xavier‘s also has a two-week student exchange program with Stern Business School, in the fields of economics and management. The institute has a similar collaboration with Deakin University where 20 to 30 students come from Australia for student exchange each year.

Ontario University has recently signed a MoU with the Governments of Maharashtra and Goa, under which they have various exchange programs. The institute also has another summer program with the University of Berkeley for all courses, for duration of six weeks.

Under the guidance of The Institute for Research in Education and Society Liverpool University, UK, the faculty members of St. Xavier‘s undertake research on the prevalent social issues. Currently, the institute has no dual-degree programs as the government has not given approval.


Lady Shri Ram College, University of Delhi

Part 4, Lajpat Nagar, New Delhi 110024 Phone: +91 11 26460434 Website: www.lsrcollege.org

Overview

Established in 1956 under the patronage of Delhi University, Lady Shri Ram (LSR) College has grown from strength to strength. It has established itself as one of the premier institutes of higher learning for women in the country. Today, the college is located in a beautiful 15-acre campus in South Delhi, has approximately 2,000 students, over 150 faculty members, administrative and support staff and 15 courses of study. It provides a space for the emancipation of the intellect and spirit that stimulates both critical thinking and imagination. LSR College has been ranked high among the top 10 colleges in India for many years now.

Key Courses Offered

The college offers courses mainly in the streams of humanities, science and commerce.

Under humanities, both undergraduate and postgraduate courses in history, English, Hindi, journalism, philosophy, psychology, sociology and political science are offered.

Key Strengths

Strong Focus on Research: One of the distinguishing features of the college is its emphasis on research. From this year onwards, it‘s mandatory for every student to take a course on research methodology, which would expose them to the contemporary discourse in the given field. To foster this, the college is introducing certificate courses in Indian heritage and archeology.

Specialised Diploma Programs: One of the special programs being introduced this year is a diploma course on conflict transformation and peacemaking.

Good Mix of Students: To date, LSR has been known as one of the most prestigious colleges of Delhi and has some of the best of students in the country. Still, focus is not only on the top students. Students from underprivileged backgrounds are also given opportunities to develop leadership.

Pedagogy: LSR is totally committed to critically examining and reinventing its pedagogical style.


LSR has collaboration with La Trobe University, where students go to Australia after completing their third year at LSR for a two-month exchange. Tuition fee waivers may be provided to merit students.

As part of the collaboration with Brown University their students are hosted by LSR, but Indian students do not go for exchange programs over there.

NUS and LSR signed an exchange agreement on 15 February 2008, which provides opportunities for up to two students to study up to a year at the partner institution. Another program with NUS allows second year students to go for summer courses, which is beneficial as students do not miss their classes in India.

Brown, La Trobe and NUS are currently active in the streams of journalism, social studies, economics, humanities and international relations. Students from Bachelor of Commerce (B.Com) and Bachelor of Sciences (B.Sc) in mathematics and statistics do not go for exchange programs as there are no common courses in foreign universities.

In addition, Department of English in LSR had a faculty exchange program with Kenyon College in the US, under the Fulbright alumna initiative award.


However, there is not much activity on that front now.

In the past, LSR has also hosted students from Barnard College, New York; Bryn

Mawr College, Pennsylvania; and Georgetown University, Washington DC.


St. Xavier’s College, Kolkata, West Bengal

30 Park Street, 30 Mother Teresa Sarani, Kolkata—700016 Phone: +91 33 22875995 Website: www.sxccal.edu

Overview

St. Xavier's was founded in 1860 by a Catholic Christian minority religious body, the Society of Jesus, and was affiliated to Calcutta University in 1862. In June 2006, St. Xavier's was the first college in Kolkata to be granted autonomy. It is one of the premier institutes in Kolkata, offering high standards of education.

Key Courses Offered

St. Xavier‘s, Kolkata offers many undergraduate and postgraduate courses in five streams: science, humanities, business administration, mass communication and education. The key courses offered in the humanities stream include English, political science, sociology, history and Bengali.

Key Strengths

Autonomous Status: St. Xavier‘s is the first college in eastern India to be granted the autonomy status. This has helped the college to revise its curriculum and update it to international standards.

Strong Alumni Network: From the capital provided by the alumni, the college distributes AUD $10,500 as scholarships annually. There are additional scholarships from the state/central government, and many companies like Steel Authority of India Limited and Indian Oil.

Efficient and Effective Administration: There is well-regulated communication between staff and management, and staff and students that leads to a healthy environment and smooth running of the college.

Specialised Diploma Courses: The number of certificate and diploma courses in computer science is impressive. The college is also working on a special course on astronomy as a part of the physics curriculum, since it

is the only college to house its own observatory.


Although there is no formal twinning program in the college, many staff members have made good use of the facilities at Indian and foreign universities for their research work. In its first ever foreign collaboration, the college has entered collaboration with the University of Manitoba, Canada. The MoU was signed in 2008, specific to the field of food and agricultural sciences. Some of the features of this program are:

Under this program, four second-year students studied in Canada, in September 2009.

This collaborative effort will look at developing mutually beneficial academic programs and courses and encourage exchanges of academic staff for purposes of teaching and research. It will also focus on providing reciprocal assistance for visiting academic staff, students and coordinate related activities like joint research, lectures and training.

The two academic bodies will share documentation and research materials in fields of mutual interest.

The relationship between the top-notch Kolkata college and the frontline Canadian university will fuel exchange of students for study and research.

Both the institutes are trying to work out the financial dimensions, to bridge the gap in costs of studies between the two countries.

The degrees would either be offered jointly by the institutes or individually.


Additionally, Manitoba University could also explore providing scholarships and assistantships to supplement the difference

in education expenses between India and Canada.


Presidency College, Kolkata, West Bengal

86/1 College Street, Kolkata, West Bengal—700 073 Phone: +91 33 22411960 Website: www.presidencycollegekolkata.ac.in

Overview

The college was founded in 1817, named as the Hindoo College, with the intention of providing modern education to Indian students. It was re-named the Presidency College in 1855 and brought under the direct control of the government.

The liberal, secular, scientific spirit that marked the advent of Indian modernity was born in this college. Indeed, the history of the college merges into the history of the Bengal, and by extension, the Indian renaissance.

Key Courses Offered

The college offers courses mainly in the streams of humanities, science, commerce and business administration.

Under humanities, the college offers both undergraduate and postgraduate courses in history, English, Hindi, philosophy, physiology, economics, sociology and political science.

Key Strengths

Strong Focus towards Industry-Academia Interaction: The recent inclusion of Presidency College as a nodal agency centre for corporate governance of the Confederation of Indian Industries will help the college consolidate its goal of industry-academia interaction.

Financial Aid from Alumni Network: The college has secured a grant of AUD $10.5 million through successful alumni interaction. Special mention should be made of the departments of chemistry, economics, geology and botany, which have created good infrastructure facilities and brought in good grants for the college.

Active Faculty Monitoring: Faculty members‘ performance is regularly monitored. The college has also introduced a system where the students evaluate the professors.

Social Service: The institute actively undertakes social service projects including health and hygiene awareness, medical camp, blood donation camp and dengue/AIDS/HIV-awareness programs. The college also offers financial assistance through national scholarship, endowment fund and poor student‘s fund. Over 250 selected students receive these scholarships each year.


Currently, the college has no collaborations with any foreign university.

In the past, although not as a part of foreign collaborations, many faculty members have undertaken research projects with international universities and presented papers jointly at international seminars at an individual level. The institute has been approached by many universities in the past, but nothing could be finalised, due to delays in obtaining government approvals. Although the management of the college does not have any preference towards a particular country, the emphasis is on collaborations with universities of high repute and mutually beneficial partnerships.

The institute also wants to work out a collaboration which would minimise the expenses for students if they opt for an exchange program.


Presidency College, Chennai, Tamil Nadu

Kamarajar Salai, Chepauk—600005, Chennai (Madras), Tamil Nadu Phone: 91 44 28544894 Website: www.presidencychennai.com

Overview

Established in 1840, the Presidency College, Chennai has become one of the premier institutions of educational excellence in the country. Situated in Chennai, Tamil Nadu, Presidency has produced thousands of scholars and scientists. In 2002, India Today magazine ranked it as the best college for humanities in India. It also serves society by educating the poor and socially underprivileged communities through an affordable fee structure.

Key Courses Offered

The college has 20 postgraduate and 18 undergraduate courses offered through 24 departments. Almost all these programs have research opportunities that lead to master of philosophy (M.Phil) and PhD degrees. Courses in humanities include history, political science, Urdu literature, public policy, political science, economics, Tamil, Hindi and Malayalam are also offered on campus.

Key Strengths

Autonomy: As an autonomous college, there are different statutory bodies like the Boards of Studies, Academic Council, Finance Committee and the Governing Body headed by the Special Secretary to the Government, Department of Higher Education, Government of Tamil Nadu, to make various academic and administrative decisions.

Government Sponsorships: The government sponsors computer training for all undergraduate students through National

Institute of Information Technology (NIIT). The institute also offers concessions for the poor and backward classes, and over 10 scholarship programs sanctioned by the Directorate of Collegiate Education, Chennai.

Flexible Systems: The institute has been using a choice based credit system since 2004–2005.

Experienced Faculty: The research potential and the capability of the staff to undertake innovative programs are far superior to the peer colleges.

Remedial Courses: Remedial courses have been introduced for students who are slightly weak in communicative and spoken English.


Presidency College, Chennai has not yet entered into any foreign collaboration. However, at an individual level, many faculty members have undertaken research projects along with the faculty of reputed foreign universities.

The college is required to seek approval from the University of Madras and the government, before initiating discussions with foreign institutes. Terms and conditions should be worked out in a way that the collaborative program/collaboration is cost effective for their students.


Symbiosis Centre for Management Studies, Pune, Maharashtra

Survey 231, Viman Nagar, Pune—411014 Maharashtra Phone: +91 20 26634531/33/34 Website: www.scmsug.ac.in

Overview

The Symbiosis Centre for Management Studies (SCMS) is a premier institute that lays a strong foundation in management education, developing managers who are committed to excellence in their chosen path without compromising on moral values. It is a constituent of Symbiosis International University (SIU). The institute was formally inaugurated on 12 July 2004.

Key Courses Offered

Presently the institute offers only one program, BBA. The first year is common to all students, after which students may choose to specialise across streams ranging from corporate management, accounting and finance to international business. Specialisations in tourism management and environment management were also introduced in 2009.

Key Strengths

Good Mix of Students From All Over India: SCMS enrols students from all over the country, with only about 25 per cent of students coming from Maharashtra. This gives students a good exposure to different cultures.

Industry Academia Interaction: Students are required to carry out an extensive research project for the completion of their degrees. Companies also give students projects on issues that pertain to the company, which gives students an opportunity to tackle real problems and gain expertise in their respective fields.

Excellent Placement Records: Recruiters have constantly given positive feedback about the students graduating from the institute. The students also appreciate the quality of the work profile offered to them.


SCMS has ongoing exchange programs with Berlin School of Economics and Bremen School of Economics in Germany and Georgetown University in the US for its BBA program.

The ‗Study India‘ program was conducted for students of Nangyang Technological University from Singapore from 4 January to 25 January, 2008. The program had content on economics, Indian business history, Indian federal policy, Indian history and workshops on terracotta and warli paintings.

Industrial visits to Indian companies also helped the foreign students understand Indian work culture. Both Nangyang Technological University and SIU are interested in promoting further collaboration between the institutions.

SIU also had collaboration with Deakin University, Australia. However, the collaboration has been inactive lately due to change in personnel and the agreement needs to be reworked.

SIU is now a part of the Knowledge Exchange Institute for all its colleges for the ‗Semester Abroad‘ program.

Some of the problems faced by SIU regarding collaborations are:

currently, UGC does not permit collaborations for twinning programs and dual-degree programs

many UK and US universities approach SIU for collaborations inviting more Indian students, but the scholarships offered are not sufficient and cost is usually a barrier for such an initiative

some of the European universities carry out projects in their native languages, which can be another barrier for Indian students.


Shaheed Sukhdev College of Business Studies, University of Delhi

Vivek Vihar, Jhilmil Colony, New Delhi 110095 Phone- +91 11 22154581/22160681 Website: www.sscbsdu.ac.in

Overview

Founded in 1987 by the Delhi administration on the initiation of UGC and MHRD, Shaheed Sukhdev College of Business Studies (SSCBS) was the first undergraduate management school under the aegis of the University of Delhi.

Year after year, SSCBS has reached new heights in delivering education in management and IT.

Key Courses Offered

The courses offered by the university include:

Bachelor of business studies (BBS)

Bachelor of Financial and Investment Analysis (BFIA)

B.Sc (Hons) in computer science

Postgraduate diploma in computer applications

Key Strengths

Focus on Industry-Academia Interaction: The college emphasises industry exposure through internships and projects.

Active Placement Cell: The placement for BBS and BFIA supersedes placement records of all other peer colleges. Also, among all other Delhi University colleges, SSCBS is one of the very few that provides 100 per cent placement along with the best packages in the industry.

Dedicated Faculty: A dedicated, well qualified and highly experienced faculty is a key strength.

Strong Legacy: The college is well known for producing students that are disciplined and punctual. SSCBS is also the oldest undergraduate B-school recognised by Delhi University.


The institute has communicated with foreign institutes in the past, but no foreign collaborations have been established to date. Although it requires university approvals to establish collaborations, the main obstacle is lack of infrastructure. However, the college has taken active steps towards improving the educational infrastructure, as well as revising the curriculum to meet international standards.

The institute currently considers itself at a nascent stage for foreign universities to give them credit advantage. With the proposal of the Foreign University Bill towards commercialisation of the education sector, SSCBS is hopeful of more strategic collaborations.

The key concern of SSCBS authorities is that any collaboration should be beneficial for both the institutes and that there should be no language barrier.


Narsee Monjee College of Commerce and Economics, University of Mumbai, Maharashtra

Vile Parle (W), Mumbai—400 056, Maharashtra Phone: +91 - 22 - 2613 4577 / 2618 3688 Website: www.nmcollege.in

Overview

Narsee Monjee (NM) College of Commerce and Economics is a leading college affiliated to Mumbai University. It was established in 1964 by Shri Vile Parle Kelavani Mandal, a professionally managed trust with a large number of prestigious academic institutions under its umbrella. Today, NM College is one of the leading colleges in the commerce stream in Mumbai, by assimilating to global development in education and adopting the technology. NM College was also ranked as the top college among commerce colleges affiliated to University of Mumbai in June 2008 by AC Nielsen.

Key Courses Offered

B.Com

Bachelor in Management Studies (BMS)

Other vocational courses offered are:

Marketing and salesmanship

Accounting and auditing

Travel and tourism

Key Strengths

Effective Management: The management of the college is democratic, transparent and efficient. The college has an inbuilt mechanism to check the efficiency of the non-teaching staff.

Excellent Results: The average B.Com result for the college was 97.64 per cent, compared

against the university average of 59.42 per cent. Six out of the 10 university top students were from NM College.

Active in Social Awareness Programs: Various awareness programs are run like blood donation, AIDS awareness, literacy drives, anti-drug addiction campaigns, tree planting, anti-dowry campaigns and collecting donations for helping families of Kargil war victims, Gujrat earthquake and Orissa cyclone relief. These are all extension activities conducted by the college.

Internal Security System: NM College has an excellent internal security system which ensures the safety of the students and staff.

Dedicated Lecturers: The personal attention given by lecturers towards all-round personality development of students is commendable.


Although the college is financially sound and has all the resources to host students as well as faculty from abroad, it does not have any foreign alliances at the moment.

The college is a sister concern of NMIMS University, but is affiliated to Mumbai University for its courses. Due to this, the college authorities are facing difficulties obtaining the government approval.

Another problem usually faced by the college is to find a course that is matches with their curriculum and semester system.


Christ University, Bangalore, Karnataka

Hosur Road, Bangalore—560029, Karnataka Phone: +91-080-40129100 Website: www.christuniversity.in

Overview

Established in July 1969, Christ University became the preferred institution in Bangalore within the first three decades. By the introduction of innovative and modern curriculum, Christ University has been continually rated among the top 10 educational institutions in the country.

It has the rare distinction of being the first institution in Karnataka to be accredited by NAAC with the A+ grade. UGC has identified it as an institution with potential for excellence. The institute was formerly affiliated to Bangalore University. In July 2008, it was given the status of a deemed university.

Key Courses Offered

Christ University offers undergraduate, postgraduate, doctorate and certificate programs in various academic disciplines classified under the schools of law, education, sciences, social sciences, languages, commerce and management.

Key Strengths

Excellent Infrastructure: What distinguishes the college from others are its placements and excellent infrastructure.

Decentralised Decision Making: The institute has decentralised decision making with emphasis on consensus and information sharing. The departments enjoy autonomy with regard to all departmental decisions.

International Collaborations: Linkages with several international universities gives the college an edge.

Alumni Association: Christ University has a strong Alumni Association which functions actively in Bangalore and Kerala, Dubai, Singapore and the US. The association also offers scholarships to needy students and organises free health camps.

Use of Technology: The institute is also making effective use of technology for

teaching, learning, evaluation, library facilities and office administration.


The institute has established links with a large number of national and international agencies to expand and strengthen its academic, faculty development program and extension activities. These agencies include Ministry of Labour, Government of India; Chartered Insurance Institute, UK; Kindernothilfe, Germany; Canadian International Development Agency; Western Michigan University, US; and Assumption University, Thailand. The collaborations specific to the BBA course are:

Christ University entered into a twinning program with Western Michigan University (WMU) in 1997. The first batch of students graduated from WMU in April 2001. Around 250 students have participated in this program.

In 2003, Christ University entered into partnership with Griffith University, Australia.

The college has been in partnership with Swansea and Hope University since 2005 and NHTV Breda University of Applied Sciences since 2008.

Some other collaborations are:

The college offers evening courses through twinning programs with Pondicherry University.

The college hosts non-resident Indian Citizens (NRIs) and quite a few overseas students from countries like Oman, Nigeria, Thailand, Sri Lanka and Maldives.

The college hosts over 1000 twinning program students and close to 100

full-time overseas students.


Birla Institute of Technology, Noida, Uttar Pradesh

Noida—201301, Uttar Pradesh Phone: +91-0120-2553661 / 2553662 Website: www.bitnoida.in

Overview

Birla Institute of Technology (BIT), Noida is an extension centre of the well reputed BIT Ranchi.

BIT Ranchi, established in 1955 as a pioneering institution of technical education and research, is now included among the top 10 institutes in India. Having felt the urgent need for a centre for diversified and advanced educational research, consultancy and training of human resources in IT and management in the northern zone, BIT established one of its extension centres at Noida in 1998.

Key Courses Offered

BIT, Noida offers both undergraduate and postgraduate programs in computer applications and business administration. Recently, the institute also introduced a bachelor‘s program in animation and multimedia.

Key Strengths

Location Advantage: As Noida is a gateway to a large number of IT companies and other major corporations in the National Capital Region (NCR), the institute has a locational advantage to engage guest faculty from industry and other institutions for specialised lectures.

Strong, Experienced Faculty: While the centre has a strong core faculty in all the related subjects, it has also been inviting guest

faculty from industry and other academic institutions for lectures in specialised areas.

Active Placement Cell: The college has helped many students get placed within industry.

International Research Centre: An International Research Centre on Fourth Generation Mobile Communication System has been set up at the institute under the EAGER—NetWiC project of the Asia link program by the European Commission.


BIT, Noida is not currently engaged in any foreign collaboration. However, the parent organisation BIT, Ranchi is actively involved in many exchange programs.

The institute is open to collaborations for the purpose of exposure of students and faculty to the global scenario. Also, the experience they would gain in terms of the different methodologies of teaching as well as the technology employed would be extremely valuable.

Although seeking government approval is not a problem for the institution, the primary concern is that these programs are sometimes unaffordable for students.

Another major consideration for the institute is that any collaboration must be mutually beneficial for both the institutes and should remain in an active state.


Shri Ram College of Commerce, University of Delhi

DU North Campus, Maurice Nagar, New Delhi—110 007 Phone: +91 11 – 27667905 Website: www.srcc.edu

Overview

Shri Ram College of Commerce (SRCC), set up in 1926, is a specialised constituent college of the University of Delhi. It is the leading institute for higher studies in commerce and economics in India. The institute is a prestigious college, continuously ranked as the best college for commerce education in India.

SRCC started awarding undergraduate degrees in 1932. However, it received its present name and form in 1951.

Key Courses Offered

Both graduate and postgraduate programs are offered in commerce and economics. SRCC also offers a postgraduate diploma in global business operations, which is equivalent to a full-time MBA in international business.

Key Strengths

Good Reputation: SRCC is undisputedly the best institution for commerce, economics and business education at the undergraduate level in the country. It strikes a balance between academic rigor and extra-curricular activities.

Quality of students: As one of the top commerce colleges, SRCC provides admission to the best and brightest students from all over India, having the highest cut-off among commerce colleges.

Outstanding Placements: It offers some of the best recruiters like McKinsey, Bain and Deloitte, which offer graduating students packages ranging between AUD $20,000–26,000, equivalent to what some of the tier II B-school students earn.

Infrastructural Development: SRCC realises the importance of infrastructure development. Last year, it made its campus Wi-Fi friendly. This year, it is investing in

air conditioned classrooms with whiteboards, LCD screens and laptops for teachers. Students can even use many of these facilities at subsidised rates, thanks to the institutes has links with banks, manufacturers and corporations.


On 13 May 2008, Pearl School of Business (PSB), Gurgaon and Shri Ram College of Commerce, Delhi entered into an academic collaboration to establish, maintain, and enhance educational interaction.

The program has the following features:

According to the agreement, PSB and SRCC promote contact and cooperation between their faculty members. PSB—through its academic collaborations with international business schools like Babson College, US; Nottingham Trent University, UK and Asian Institute of Technology School of Management, Thailand—will facilitate development programs and workshops for SRCC faculty. PSB may invite SRCC to teach graduate and undergraduate courses at PSB and vice versa. PSB will facilitate the involvement of its international faculty in giving special talks and seminars for SRCC students and faculty.

Under the agreement, both institutions have proposed exploring possibilities of collaboration in designing and offering relevant joint programs. PSB launched a BBA program, accredited by Nottingham Trent University, UK from the academic session 2008. As part of the academic collaboration, SRCC is an actively involved in development of BBA curriculum at PSB.


Loyola College, University of Chennai, Tamil Nadu

DU Sterling Road, Nungambakkam, Chennai Tamil Nadu—600034 Phone: +91 44 28175660 Website: www.loyolacollege.edu

Overview

Loyola College is a Jesuit college in Chennai, founded in 1925. The college has been an autonomous institution since 1978. It is generally counted among India's elite educational institutions.

The college has been conferred a ‗College with Potential for Excellence‘ status by the UGC. It was also given an AUD $0.26 million grant in 2006 by the UGC for continual improvement of facilities.

Key Courses Offered

Loyola College offers 107 programs in arts, social sciences, sciences, commerce and IT at the undergraduate, postgraduate and doctoral levels. Over the last few years, the college has introduced a number of innovative postgraduate courses such as medical laboratory technology, biomedical instrumentation science, medical sociology, visual communication and media arts.

Key Strengths

Training Programs: Care has been taken to include skill development, career training, community orientation, computer literacy, and value education, as part of the curriculum in the various programs.

National Entrepreneurial Network: The unique international program on the national entrepreneurial network has ensured that commerce students have a distinct advantage.

Research Initiatives Undertaken: One of the biggest achievements of the college in recent times has been a project based on inter-departmental research funded by a Netherlands agency, Cordaid. The creation of a bridge on the Pulicat Fishing Lake Project had faculty members and students of history, economics, sociology and zoology departments working together. Loyola also received grants last year for

other research-related projects. The college faculty has also embarked on an ambitious project of generating 50 per cent of its power through solar panels.

‘Earn while you Learn’ Scheme: Loyola College takes pride in focusing on the poor and the needy. Besides accommodating refugees from Sri Lanka and Tibet, several students are offered part-time employment at the campus under the ‗Earn while you Learn‘ scheme


There is no collaboration for its B.Com course currently. However, there are collaborations for other programs such as BBA and M.Sc:

The college has collaboration with London South Bank University, UK for its M.Sc in international business program.

For its BBA program, the college has a partnership program with IESEG School of Management, France.

Students exchange program is facilitated for the ‗M.Sc—Sustainable Food Manufacturing‘ course With ISA Engineering Institute, Lille Catholic University, France.

The college has established links with three Indian and four foreign universities/institutions through MoUs in order to expand and strengthen its academic and research activities. These include Indira Gandhi Centre of Atomic Research, India; Pondicherry University; Tata Relief Committee; Institute Albert le grand, France; Instituto Technologic Y De Estudios Superiors De Occident, Mexico; St Joseph University, US and Lille Catholic University, France.


Brihan Maharashtra College of Commerce, Pune, Maharashtra

845,Agarkar Road, Shivajinagar, Pune—411004, Maharashtra Phone: +91 20 25654943 Website: www.bmcc.ac.in

Overview

The Brihan Maharashtra College of Commerce (BMCC) was established in 1943 by the Deccan Education Society to provide enlightened leadership and trained manpower in commerce and business to the country. It is a premier commerce college in Maharashtra. Situated at the foot of the rugged Fergusson College Hill, it has a picturesque and inviting atmosphere.

Key Courses Offered

Primarily the college offers bachelor and masters in commerce, M.Phil and PhD degrees. The professional courses include BBA, bachelor of foreign trade, and postgraduate diploma in banking and finance. BMCC also has several other vocational courses, as well as language courses which are either affiliated to universities other than Pune University, or are autonomous.

Key Strengths

Location Advantage: The college is situated in the educational epicentre of Pune, where there are a large number of nationally renowned educational institutions. The result is a great synergy between the institutions, facilitating meaningful interaction for mutual benefit.

High Academic Standards: The college has maintained high academic standards and impeccable credentials at all levels, from the junior college to post graduation and research. It figures prominently in the list of high achieving universities. The overall result and the number of rank holders have been at a high level for several decades.

Extra-Curricular Activities: The college provides ample opportunities and support to talented students for extra-curricular activities. It has produced a large number of students who have excelled in their respective fields at the national and international level.


BMCC has not been very active with collaborations lately. A lot of foreign universities and colleges approach BMCC for collaborations in different fields, but the institute has limited say in the decision-making process.

Approvals from Pune university, as well as the government, are the major challenge faced in establishing collaborations.

For forging a successful collaboration, the institute feels the need to revise its course structure and strengthen its position for easy credit transfer.


Indian Institute of Management and Commerce, Hyderabad, Andhra Pradesh

Hyderabad Andhra Peadesh Phone: +91 20 25654943 Website: www.iimchyderabad.com

Overview

Indian Institute of Management and Commerce (IIMC) was established in 1973 under the aegis of Osmania University, with its bachelor of commerce course. Gradually, several new courses such as M.Com, BBA, B.Com in computers and B.Sc in computers were introduced. The college was ranked tenth in the country by India Today in 2002 and it has established itself as a premier institution for commerce education in the country.

Key Courses Offered

The courses offered are:

B.Com (Hons.)

B.Com in computers

B.Sc in mathematics, statistics and computer science

M.Com

Key Strengths

Over 35 years, the institute has achieved the rare distinction of being one of the top colleges in the country for commerce education for the following reasons:

Efficient Management: The management, the successive distinguished principals, and the staff have all made this institution a premier one in Hyderabad.

Scholarships: The college offers nearly 24 scholarship awards to its students.

Other Facilities: IIMC‘s academic input, reputation, curriculum, infrastructure, student care, admission and high number of placements have made it one of the most sought after commerce colleges in the country.


IIMC does not have any collaboration currently, as they are yet to seek approval from the government and the concerned regulatory bodies.

One of the challenges faced by IIMC is that its syllabus is approved by Osmania University and the institute does not have autonomy to modify its curriculum for collaborative programs. Hence, finding an institute with a similar course structure is a challenge.

Also, UGC does not permit twinning programs. IIMC does not view the US and the UK as ideal destinations as they are expensive and students face affordability issues.

South East Asian countries and Australia are viewed as attractive destinations for partnering by college authorities, due to flexible visa procedures and affordable standards of living.


St. Stephen’s College, Delhi

University Enclave, New Delhi-110007 Phone: 27667271 Website: www.ststephens.edu

Overview

St. Stephen's College is a religious foundation drawing inspiration from the life and teachings of Jesus Christ. Founded in February 1881 by the Cambridge Brotherhood, an anglican mission from Westcott House, England, St. Stephen's is the oldest college in Delhi. It was first affiliated to Calcutta University, and later to Punjab University. Finally, with the establishment of Delhi University in 1922, it became one of its three original constituent colleges. The college focuses on personality development of its students and provides ample facilities for it.

Key Courses Offered

The college offers both M.Sc and B.Sc programs in mathematics, chemistry, physics and operations research.

In June 2007 college administrators increased the preferential admissions quota for Christian applicants to 40 per cent and set aside another 15 per cent of the seats for applicants from underprivileged backgrounds.

Key Strengths

St. Stephen‘s is the most prestigious college of Delhi University. It has a huge and attractive campus, designed by the distinguished architect Walter Sykes George. It was constructed in 1941. Its key strengths are:

Best Placements: The college offers the best placements for undergraduate candidates in the country.

Diverse Culture: The college has an all-India and all-denomination membership. It has students and teachers from all communities and from all parts of India. There are some professors and students from abroad too.

Academic Scholarships: The college awards a number of prizes each year to students for achievements in academic and extra-curricular activities. Also, a large number of students are selected for prestigious scholarships abroad.

Social Service Initiatives: One of the new initiatives at St. Stephen‘s is to offer quality education to people who are underprivileged. This year, it offered a record number of stipends to needy students.


Currently, St. Stephen‘s has collaboration with Brown University in the US. As part of this exchange program, both students and faculty staff come to India.

The Brown in India Program is designed to provide Brown students the opportunity to study in an Indian college, with maximum interaction with the students. As a part of this exchange program, Indian professors go to Brown University to undertake research. These visiting scholars receive funding for their stay through the exchange program.

To begin with, Brown students embark on a nearly month-long language orientation program that serves as an introduction to Hindi language. Then, they can take up to three courses in the academic department of the college. Brown employs a site coordinator and an assistant. It also provides orientation and arrival activities, arranges housing, assists with adjustment and provides supplementary cultural programs.

Its students may design an independent study class with the assistance of the resident coordinator and faculty at St. Stephen's.


Madras Christian College, University of Chennai, Tamil Nadu

Tambaram, Chennai—600 059, Tamil Nadu Phone: 91 44 22397731 Website: www.mcc.edu.in

Overview

The Madras Christian College (MCC) in Chennai is one of the oldest colleges in Asia and was established in 1837. Currently, the college is affiliated to the University of Chennai, but functions as an autonomous institution from its campus in Tambaram, Chennai. The college was one of the first in India to be granted autonomy in 1978. For the last three years, India Today magazine has placed MCC among the top 10 arts, science and commerce colleges in India.

Key Courses Offered

MCC offers B.Sc programs in mathematics, statistics, physics, computer science, plant biology, biotechnology, zoology and chemistry.

The M.Sc programs include applied microbiology, chemistry, marine studies and coastal resource management.

Key Strengths

MCC is one the oldest and the most prestigious college in south India.

Picturesque Campus: A picturesque campus and the unique arrangement of student residences, modeled on the residential patterns of Oxford and Cambridge universities, is an attractive feature of campus life. With a large number of foreign collaborations, students and faculty visiting MCC have had a memorable experience.

Cost Saving Initiatives: The Physics Department has a well maintained and managed workshop; while the glass blowing unit of the Chemistry Department repairs broken apparatus and saves about AUD $800 annually.

Vibrant Research Culture: MCC has a vibrant and comprehensive research culture that

has led to the discovery of new knowledge in many branches of academic inquiry. It promotes liberal education and creative thinking.


The college has signed 18 MoUs with various educational institutions across Norway, Canada, Indonesia, Taiwan, Germany, USA, UK and Australia.

Since 1982, the links between MCC and Davidson College, North Carolina has enabled American students to undergo a semester-in-India program offered by the college. A group of 15–20 students, accompanied by a couple of faculty members, come every alternate (even) year and spend about four months between September and December.

MCC‘s latest international program has been from the Furman University. A group of about 17 students, accompanied by two professors, spent a month at MCC in February 2008. More students came to MCC from October until December in 2009.


Christ University, Bangalore, Karnataka

Hosur Road, Bangalore—560029, Karnataka Phone: +91-080-40129100 Website: www.christuniversity.in

Overview

Established in July 1969, Christ University became the most preferred institution in Bangalore within the first three decades of its operation. By the introduction of innovative and modern curriculum, Christ University has been continually rated among the top 10 educational institutions of the country. It has the rare distinction of being the first institution in Karnataka to be accredited by NAAC with A+ grade. UGC has identified it as an institution with ‗potential for excellence‘. Christ University was formerly affiliated to Bangalore University. In July 2008, it was confirmed status of deemed university.

Key Courses Offered

The university offers various undergraduate as well as postgraduate courses in science including biotechnology, chemistry, zoology, botany, computer science, mathematics, electronics, statistics, physics and psychological counseling.

Key Strengths

Decentralised Management: The university is following decentralised decision making with emphasis on consensus and information sharing. The departments enjoy autonomy with regard to all departmental decisions.

Good Placements: In 2007, the channel CNN-IBN ranked Christ University third overall in India for undergraduate placements.

Strong Alumni Association: Christ University has a strong alumni association which functions actively in Karnataka, Kerala, Dubai, Singapore and the US. The association offers scholarships to needy students and organises free health camps.

Self-financed Courses: The university has introduced a number of self-financing

undergraduate and postgraduate courses with employment opportunities, as well as a number of certificate courses which enable students to become globally competitive.

Effective Use of Technology: The institute is making effective use of technology for teaching, learning, evaluation, library and office administration.

Cultural Offerings

Christ University has also introduced an ‗India Gateway Program‘ that gives an Indian cultural experience to international students.


Christ University is well known for its international links. For science courses specifically, the college has collaborations with Sheffield Hallam University (SHU) and Swansea University in England.

Christ University and SHU are working in close partnership. Under the program, a student who has completed two years of their graduate degree at Christ University is eligible to study at SHU for a year. Students wishing to remain at SHU are eligible for progression to their postgraduate course. This partnership is for the following courses:

B.Sc (Hons.) in international hospitality business management

B.Sc (Hons.) in tourism and hospitality business management

Christ College is in partnership with Swansea University (UK) for its course, B.Sc in business management.

Usually, Indian students do not go abroad, due to the heavy expenses.


Fergusson College, Pune University, Maharashtra

F.C. Road, Pune—411004, Maharashtra Phone: 020-25654212 Website: www.fergusson.edu

Overview

Fergusson College was founded in 1885 by the Deccan Education Society and was the first privately governed college in India. In 1948, Fergusson was the first to come under the jurisdiction of University of Pune. The college is known for its close association with Indian politics. Its founders were among the pioneers of the Indian National Congress, the Indian Nationalist Movement and the Indian Socialist Movement. The college has produced several ministers and legislators, including two Indian prime ministers. Since 2006, it has been among the top 10 colleges in India for science.

Key Courses Offered

The college offers various undergraduate, postgraduate and diploma programs in humanities and sciences. There are also several other certificate and diploma courses, and research facilities for M.Phil and PhD programs. Some of the degree courses offered in the science stream are botany, physics, biotechnology, mathematics, chemistry, computers, electronics, geology and zoology.

Key Strengths

Sound Financial Position: the financial position of the college is sound and the funds are judiciously spent on development activities. There are nearly 18 committees to look after admission, discipline, time tables, examinations, the library, cultural activities, hostels, purchases and repairs.

Strong Alumni Association: The college has a large array of eminent personalities and alumni in various fields like industry, business, education, performing arts and sports. These include two former prime ministers as well as Padmashree, Padmabhushan and a Bharat Ratna Awardee.

Seeking Autonomy: The college is preparing for autonomy status. If sanctioned, the college would be free to introduce inter-disciplinary and multi-disciplinary courses.

State-of-the-art Infrastructure: The College has excellent infrastructure and some of its building are heritage structures.


Fergusson College is not very active with collaborations at the moment. They receive many queries on collaboration by foreign universities, but there are a series of approvals that they need to seek from Pune University and the government, which is one of the challenges.

In cases where faculty exchange is currently operational, most faculty members technically go on leave and do not get the work permit from the Pune University. This needs to be changed if collaborative benefits are to be achieved. The college is waiting to get the autonomous status so that there is more freedom in taking decisions with respect to collaborations and revision of curriculum.

As of now, the institute has had productive discussions with Griffith University, Australia and Cork Institute, Ireland regarding student and faculty exchange programs. For more prolific collaborations, the institute would be keen on having a common evaluation system so that easy credit transfer can take place from one university to other.

The colleges‘ expectations from any collaboration are:

ease of credit transfer

exemption of fees and other charges

formalities from government and universities to be fulfilled smoothly.


St. Xavier’s College, Ahmedabad, Gujrat

Navrangpura, Ahmedabad—380 009, Gujarat Phone: +91 79 26308057 Website: www.stxavierscollege.net

Overview

Established in 1955, St. Xavier‘s College (SXC) Ahmedabad is one of the most prestigious institutions of higher learning, run by the well-known Christian religious order, the Society of Jesus. SXC Ahmedabad was the first Christian institution of higher education established in Gujarat and during its 45 years of operation has served admirably in the field of higher education. Within a few years of its establishment, SXC acquired the status of an elite college, known for excellence in teaching and extra-curricular activities.

Key Courses Offered

The college offers various undergraduate, postgraduate and diploma programs in humanities, commerce and science. The key courses offered in the science stream are:

B.Sc degrees in physics, mathematics, statistics, chemistry, botany, zoology, electronics, biochemistry, biotechnology and industrial chemistry

M.Sc in chemistry

vocational courses in industrial chemistry and biotechnology.

Key Strengths

The college enjoys an excellent reputation in the state and is considered the best in Ahmedabad for liberal arts and science studies.

Promoting Research: Students are motivated to do research and their achievements are rewarded by cash awards and certificates. The management encourages staff to undertake research. Leave is granted to staff on duty, to participate in seminars and workshops. Financial assistance is also

given for the same if required. Faculty members are even encouraged to go abroad for seminars and conferences.

Extension Activities: The college has started extension activities in a serious and systematic way, at multiple levels, in areas such as slum development, environmental protection, translation of writings and empowerment of women.

Remedial Courses: More than 120 scholarships and awards are given to deserving students. The English Department also provides remedial courses in English for students whose schooling has been in Gujarati medium.

The college, with the help of its industrial training unit, supports students of the Biotechnology Department to get hands-on experience of entrepreneurship.


SXC Ahmedabad does not have any foreign collaboration at present.

Numerous universities have expressed their interest in the past, but attaining the government approval, as well as the university permission, has been a major challenge.

For upcoming courses such as biotechnology and industrial chemistry, Germany, Japan, Singapore and Australia are seen as attractive destinations. Another desirable factor for initiating exchange programs is access to better technology and latest equipment.

The institute wants to be associated with a well reputed and recognised university.


National Academy of Legal Studies and Research, University of Law, Hyderabad, Andhra Pradesh

Justice City, R.R. District, Hyderabad—500078, Andhra Pradesh Phone:+91 40 23498107 / 105 Website: www.nalsarlawuniv.ac.in

Overview

The National Academy of Legal Studies and Research (NALSAR) University of Law, Hyderabad is an institution of national eminence in the field of legal education and research. It is a residential university, established in 1998 under the ‗National Academy of Legal Studies and Research University Act‘ of the Andhra Pradesh state legislature.

Key Courses Offered

The key courses offered by the university include Bachelor of Arts (BA), Bachelor of Law (LLB), Master of Laws (LLM), M. Phil and PhD.

Key Strengths

Offering Specialty Courses: NALSAR offers courses in frontier areas like realty, aviation, space, risk, insurance management and environmental protection.

Excellent Infrastructure Facilities: Recently, NALSAR has established three research centers with the help of grants by former judges catering to different areas of legal study.

Active in International Collaborations: It has exchange programs with 21 international universities, four of which are with Australian. Thus, there is good scope to strike further collaborations with Australian universities


NALSAR currently has collaborations with 16 renowned universities and institutions around the world. It has signed various MoUs, which are primarily focused on exchange of students, faculty, and co-operative research with universities of multiple countries including Australia, Canada, US, UK, Germany, Switzerland, Israel and the Netherlands.


National Law School of India University, Bangalore, Karnataka

Nagarbhavi, Bangalore—560 072, Karnataka Phone: +91 80 2321 3160, 2316 Website: www.nls.ac.in

Overview

The National Law School of India University (NLSIU) was established in 1987 by the Bar Council of India and the Government of Karnataka through the ‗National Law School of India Act‘ to make it a trail-blazer in legal education in India. Ranked as the top institute offering law courses in India, NLSIU is the pioneer of five-year integrated law course in India. Its various activities, courses offered and the laurels it has won across the globe make it one of the leading law schools.

Key Courses Offered

The key courses offered by the university include BA, LLB, LLM, M. Phil and PhD.

Key Strengths

Collaborations with Esteemed International Institutions: Each year, at least two–three students receive scholarships for admission to reputed universities such as Oxford, Harvard and Yale. Students also release their own law journals, which are circulated around the globe.

Active Student Bar Association: The Student Bar Association has its own constitution and runs a variety of programs at the law school. It has already helped students earn a distinction in areas like mooting, legal services, literary and cultural competitions and academic publications. The school is also working on networking law libraries in India by setting up a National Legal Information Centre.

Awards at National/International Level: NLSIU has won best speaker at the Asia-Pacific round of the ‗Manfred Lachs Space Law Moot Court‘ competition in Sydney and the Bar Council of India National Moot Court Competition. Students also qualified for the quarter final rounds of the international

round of the Philip C Jessup competition in Washington.

Unique Course Curriculum: Mix of liberal arts and social sciences subjects in the five-year undergraduate course, with a vast range of subjects to choose from like history or political science along with regular law subjects, makes the college curriculum unique.


NLSIU has signed MoUs with 18 international universities at present.

Intent for Collaborations is high: Realising the growing importance of the international experience of law students with foreign law schools, NLSIU has made efforts to create such opportunities for students by entering into MoUs with selected law schools and universities abroad.

Active Student Exchange: Apart from the MoUs, NLSIU has been sending the BA and LLB (Hons.) students to various law schools in the US, UK and Germany as exchange students, depending on the opportunities available from such universities.


Symbiosis Law School, Pune, Maharashtra

Senapati Bapat Road, Pune—411004, Maharashtra Website: www.symlaw.ac.in Phone: +91-20-2565 5114,

Overview

Established in 1971, Symbiosis Law School (SLS) was affiliated to the University of Pune until

2002. It is presently affiliated to Symbiosis International University (SIU) which is a deemed university under the UGC Act, 1956. In the near future, SLS will open additional centres in Delhi and Nasik, Maharashtra to provide quality legal education.

Key Courses Offered

SLS offers the following courses:

BA–LLB

BBA–LLB

Various graduate diploma programs

Key Strengths

Consistently Ranked among the Top Institutes: The institute has been ranked as the 6th best Law College in ‗India Today-ORG-Marg Survey 2009‘ and ranked fifth in ‗Outlook Express‘.

Strong Collaborations: The Institute works in collaboration with 12 international universities, organising different student-exchange and faculty exchange programs. They also have collaboration with the Queensland University of Technology. These existing collaborations can work to the advantage of the partner university.

Human Rights Cell: The Human Rights Cell (HRC) is the first of its kind in Indian law colleges. HRC is a student organisation, which was established by the college in 2002, with a membership of 80 students. It targets the creation of awareness on rights of the individual.


Symbiosis Law School works in collaboration with 11 international universities for various student and faculty exchange programs.

The school is one of the core partners of the European Erasmus Scholarship Program, the only one in India, alongside the other four European and four non-European countries.

Recent Initiatives: The law school has linked with Berlin School of Economics in Germany this year for a student exchange program. SIU is now a part of the Knowledge Exchange Institute for all its colleges for the ‗Semester Abroad Program‘. Two students will visit Bremen School, Germany this year for a student exchange program. Some of the challenges faced by Symbiosis International University with respect to collaborations are:

Regulatory Bodies—UGC does not permit collaborations for twinning programs and dual-degree programs.

High Cost—Cost is usually a barrier as the scholarships offered by the US and the UK universities are not sufficient. Comparatively, some of the European countries are more open to fee waivers.

Mismatch in Academic Calendars—Academic calendars of the universities in the West don‘t match with that of the college. Some of the steps being taken in this regard include setting up an American centre at Symbiosis and making the curriculum in sync with the international curriculum and building it module wise. The ‗Study India‘ program will include a


culture module and an academic module.


Amity Law School, Delhi

Yasho Bhawan, Okhla Marg, New Delhi—110025 Phone: +91 11-26325335, 26325901-07 Website: www.amity.edu/als

Overview

Amity Law School (ALS) is one of the top law schools of India. It has the unique distinction of being the first law school in Delhi to start a five-year integrated LLB (Hons.) program. ALS has also been granted affiliation by the Guru Gobind Singh Indraprastha University, Delhi to run a five-year Integrated LLB (Hons.) program and the affiliation has been approved by the Bar Council of India.

Key Courses Offered

ALS offers only one course: LLB (Hons.)—Five-year integrated course.

Key Strengths

ALS has an advantage as the first law school in the capital to have come up with an integrated five-year LLB (Hons.) course.

Meticulously Designed Course Content/Curriculum: In order to ensure that course content is in line with the corporate environment, Amity has a holistic approach towards students. It doesn‘t just believe in providing the degree, but also in providing students with the opportunity for overall personality development, rather than pure academics. It has a compulsory military training program of seven days for all the students, both at postgraduate and undergraduate level. It also conducts business communication and behavioral classes for all students. It has four-tier,

mentor–mentee approach where students receive feedback from their teachers, parents, alumni, and later from industry experts.

Strong Industry Interface: Amity also regularly conducts corporate summits and seminars for students where industry professionals share their experiences.


Strong Intent for International Collaborations: ALS has been actively trying to have international collaborations in the areas of student and faculty exchange

ALS also plans to conduct workshops, consortiums and lecture series by inviting professors and international law firm representatives from different parts of the world.

ALS has other courses/institutes which have collaborations with foreign universities, so the law school can easily leverage these to initiate its own collaborations. However, ALS is affiliated to Guru Gobind Singh Indraprastha University, which restricts the ability of constituent institutes to form alliances with international universities directly.


National University of Juridical Sciences, Kolkata, West Bengal

Dr. Ambedkar Bhavan, Kolkata—700098, West Bengal Phone: +91-33-23350534/ 7379/ 0765 Website: www.nujs.edu

Overview

The National University of Juridical Sciences (NUJS) in West Bengal is one of the premiere national law schools of India. It is consistently ranked as one of the top law schools of India. NUJS, in its short time of existence, of about a decade, has produced outstanding lawyers and legal scholarships.

Key Courses Offered

The key courses offered by NUJS are:

BA and B.Sc with LLB

LLM

M.Phil

PhD

Doctor of Laws (LLD)

Key Strengths

Autonomy: NUJS is one of the autonomous national law schools built on the five-year law degree model. The autonomy brings with it the authority to take decisions on collaborations and flexibility on course curriculum.

Experienced Faculty: NUJS has a rich faculty with diverse backgrounds, trained in top universities in India and abroad. NUJS has also attracted leading academics as visiting faculties from top universities such as University of Sydney, University of London, National University of Singapore and Freiburg University, ensuring quality education of students.

Strong Alumni: All students that have graduated from NUJS are working in top law firms in India and abroad, some are practicing in courts or have entered the field of legal academics and are teaching in India


Active in Exchange Programs: NUJS has signed eight MoUs with different foreign and national universities to carry out student and faculty exchange programs.

At the moment, teachers are carrying out multiple responsibilities and also taking charge of administrative jobs. They are therefore not able to get involved in faculty exchange programs. However, in the coming years, the institute has strategic plans to get more involved in collaborative programs.

Recent International Initiative: Professor M P Singh, the Vice Chancellor of the NUJS, was invited by Deutsher Akademischer Austaush Dienst—A German academic exchange program—to visit several academic institutions and legal institutions in Germany at Leipzig, Berlin, Munich, Freiburg, Karlsruhe, Heidelberg and Bonn from 10–20 June 2009.


Welcomgroup Graduate School of Hotel Administration, Manipal University, Karnataka

WGSHA, Manipal – 576104, Karnataka Phone: +91 820 2571978 Website: www.manipal.edu

Overview

Welcomgroup Graduate School of Hotel Administration, Manipal University, Karnataka (WGSHA) was established in 1986 as a unit of Dr TMA Pai Foundation in Manipal, Karnataka. Its goal is to develop professionally trained personnel required by the fast growing hospitality industry. In August 1987, the foundation joined with Welcomgroup, the hotel division of ITC Ltd. (a leading corporate-sector organisation). Welcomgroup is a hotel chain that has links with Starwood Company, US. It is the first Indian hotel-management institute listed by the Council of Hotel, Restaurant and Institutional Education.

Key Courses Offered

Four-year bachelor of hotel management

Two-year M.Sc in hospitality and tourism management

18-month M.Sc in international hospitality and tourism management

One-year postgraduate diploma in dietetics

Three-year diploma in hotel management and catering technology

Key Strengths

Prestige of Institute: WGSHA is ranked as one of the best hotel management colleges in India by the recent survey conducted by Competition Success Review, one of the leading Indian magazines, along with the Global Human Resource Development Centre.

Incentives to Students: WGSHA has a corpus fund to provide scholarships to students

selected on merit and need basis, thus encouraging students to pursue their chosen program.

Value-adding exposure: As a programmed activity, each student has to undergo six months of industrial training during the third year of the bachelor of hotel management course, at an approved hotel or appropriate industrial unit as part of the curriculum. This gives students practical work exposure. Students also get extensive exposure to leading personalities from the academic field and the hospitality industry.

Comprehensive Course Curriculum: Based upon a detailed study of the course content of hotel management schools of international repute, the four-year syllabus covers subjects that enable students to earn enough credits to put them at par with international criteria for fulfillment of a degree program.


WGSHA has an ongoing collaboration with Sheffield Hallam University (SHU), signed in May 2008. As a part of the collaborative program, Welcomgroup launched the postgraduate program in international hospitality and tourism management. The first semester (certificate stage) for Indian students is held at WGSHA, Manipal. The second semester (diploma stage) will be held at SHU, UK and the third semester (dissertation stage) is at the discretion of the student, to be held either in India or in the UK. Two scholarships worth AUD $3,000 were offered in the first year of this course. Future programs would include joint and split doctoral degrees between Manipal University and SHU.

Welcomgroup Graduate School of Hotel Management also takes up other initiatives


such as holding hotel industry meets. WGSHA held a meet in April this year, where the opening speech was given by one of the professors from SHU. These

initiatives also enhance international linkages.


Institute of Hotel Management, Catering and Nutrition, Bangalore, Karnataka

Seshadri Road, Bangalore 560 001, Karnataka Phone: +91-80-2226 2960 Website: www.ihmbangalore.com

Overview

Institute of Hotel Management (IHM) Bangalore was set up jointly by Government of India and Government of Karnataka. From its humble beginning as a Food Craft Institute in 1969, offering short-term courses, the college was given its present name in 1983 and started offering a three-year degree in hotel and hospitality administration. Today, IHM Bangalore is ranked among the best in the country. Set in a well spaced and lush green government campus, the institute offers high-quality hospitality education.

Key Courses Offered

Three-year diploma in hotel management, catering and nutrition

18-month postgraduate diploma in accommodation, operation and management

18-month craftsmanship course in food production

24-week craftsmanship course in food and beverage service

Key Strengths

Course Orientation Directed at Development of Requisite Skills: IHM Bangalore creates an environment where students learn how to tackle difficult, complex problems by probing, discussing and working together towards a deep understanding of subjects. Students learn to exercise judgment, make decisions and take responsibility. In doing so, they develop effective communication skills and are able to persuade and adapt to different situations.

Recognition for Quality Education: IHM Bangalore has maintained an impeccable

reputation for quality education. As a result, students are placed in all the leading hotels in India and around the world.

Expert faculty: IHM Bangalore is a very professional and well laid out facility. The faculty is passionate about their work and has complete academic freedom.

Cosmopolitan Composition of Students: Students at IHM come from diverse backgrounds and different cities, fostering an adaptable culture for all first-year students.


IHM currently has collaboration with South Bank Institute of Technical and Further Education (TAFE), Queensland, Australia. The two institutes signed a MoU on 14 September 2004, with emphasis on some of the following areas:

Student exchange program, which includes short-term study and industry placements by the end of term.

Faculty exchange programs ranging between one or two weeks.

Exploring possibilities of providing a South Bank diploma in hospitality management at IHM Bangalore. However, this could not materialise.

IHM‘s collaboration with South Bank Institute of TAFE has enabled knowledge sharing through student and faculty exchange programs in the area of tourism and hospitality training. It has also helped provide VET courses to international standards. The institute is also in the process of exploring collaborations, articulation agreements, faculty exchange, student exchange and global networking.


Institute of Hotel Management, Catering and Nutrition, New Delhi

Pusa Complex, New Delhi—110 012 Phone: 25841411, 25840147, 25842429 Website: www.ihmpusa.net

Overview

Institute of Hotel Management (IHM) New Delhi is one of the premier institutions in the country offering courses in hotel management and operations, providing opportunities in the global hotel industry. The institute was established in 1962. The Ministry of Agriculture (Department of Food) nurtured the institute for 20 years. In 1982, hotel management education came under the responsibility of the Ministry of Tourism, resulting in impetus for growth and modernisation.

Key Courses Offered

M.Sc in hospitality administration

M.Sc in dietetics and food service management

Postgraduate diploma in accommodation operations and management

B.Sc in hospitality and hotel administration

Diploma courses in food and beverage service and bakery and confectionery

Key Strengths

Excellent Placements: IHM New Delhi was awarded the best institute of hotel management for placement performance, academic performance and overall performance by Ministry of Tourism (Government of India) at the National Award for Excellence in 2007–08.

Customised Programs for Corporations: IHM New Delhi also provides tailor-made programs to bodies such as President House, Parliament House, Delhi Police, Ministry of External Affairs, National

Cooperation, Union of India and many others.

BSI Recognised: It is the first and only IHM in the country that is ‗Hazard Analysis and Critical Control Points‘ certified by BSI Management System.

Highly ranked: IHM Delhi secured a position in the ‗Top 10 institutes‘ for various courses at the National Award for Excellence. It is also the only institute running a ‗Certified Hospitality Trainer‘ program.


IHM Delhi has not entered into any foreign collaborations as yet. However, with the Indian hospitality industry witnessing a fast growth, and India being the host of the Commonwealth Games in 2010, the demand for manpower and hospitality is rising quickly. With this, there is a growing realisation by IHM Delhi of the benefits of diversifying its offerings and enhancing international exposure of its students through alliances.

The institute is now considering international student and faculty exchange programs, paid internships and joint projects, not only in the fields of hospitality administration and food and beverages, but also in specialised courses such as tourism administration, airlines management, travel agencies, tour planners and heritage management.

Australia and some of the European countries such as Switzerland, Germany and France are currently being considered as attractive destinations for such programs by the institute.


FHRAI Institute of Hospitality Management, Noida, Uttar Pradesh

Plot 45, Knowledge Park-III, Greater Noida, Uttar Pradesh—201306 Phone: +91 - 120 – 2323626 Website: www.fhraiinstitute.com

Overview

In 2005, a campus was established by the Federation of Hotel and Restaurant Associations of India (FHRAI), a national body comprising about 3,500 members, thousands of experts, specialists, senior executives, professionals and employees. Immediately after establishment, a collaboration agreement was signed with world-renowned hospitality school, Ecole hôtelière de Lausanne (EHL), Switzerland. Now, the college is affiliated to India Gandhi National Open University. It has also been a member of the International Hotel and Restaurant Association for more than 40 years.

Key Courses Offered

The degree courses offered are:

Four-year B.Sc (Hons.) in international hospitality administration

Four-year BA (Hons.) in international culinary administration

Two-year MBA in hospitality management certificate courses in kitchen operations and food and beverage services

Key Strengths

Updated Course Curriculum: FHRAI Institute ensures that its course structure is regularly updated to provide its students with careers at a global level.

Experienced Faculty: The faculty and instructors have years of practical experience at managerial levels in the hospitality industry. The high qualifications in their area of specialty allow instructors to provide the student with more practical knowledge.

Leveraging the EHL Partnership: The EHL partnership as a foundation of academic programs is still recognised and used by many international universities. The students may be able to transfer credits earned from the IGNOU courses to a degree program at accredited colleges and universities abroad, on an individual basis.

Advanced Infrastructure: Being the youngest of its kind, the college is one of the most advanced with regard to infrastructure and academics.


Currently, FHRAI Institute doesn‘t have any foreign collaborations.

Former Collaborations:

The institute signed two agreements (a consulting agreement and a certification agreement) with EHL Switzerland, soon after FHRAI was established in 2005.

As part of the consultancy services, EHL assisted FHRAI Institute in all aspects of establishing the institute and the opening of its first academic session. This included consulting in faculty recruitment, curriculum development, course content, academic inputs such as books and text materials and in the training and induction of faculty members.

The certification agreement covered academic audits by EHL consultants on a regular basis in order to ensure the high academic quality of the institute. EHL also certified the bachelor degrees in international hospitality management and international culinary administration.

Under the arrangement with EHL, students of FHRAI Institute were


given an opportunity to study at EHL or at any of its affiliated hospitality management institutes.

However, this agreement was terminated when the institute became affiliated to IGNOU. FHRAI

Institute is now awaiting certain government approvals with regard to international collaborations and would be open to foreign collaborations in future.


Army Institute of Hotel Management and Catering Technology, Bangalore, Karnataka

Kothanur Post, Bangalore -560 077, Karnataka Phone: +91-80- 64543206/64543207 Website: www.aihmctbangalore.com

Overview

Army Institute of Hotel Management and Catering Technology (AIHMCT) was established in 1996 as a welfare measure under the Army Welfare Education Society, as a centre for excellence in education and building national character. The institute aims to deliver high-quality hotel management education acceptable to the international hospitality industry.

Key Courses Offered

Presently, the institute offers only one course: four-year bachelor degree in hotel management.

Key Strengths

Students’ exposure: AIHMCT considers its students one of its greatest assets. Since they all belong to an army background, they have exposure to a variety of places and cultures, which is extremely important for the hospitality sector. Stringent procedures are followed for admission of students, ensuring their quality.

Industry advantage: AIHMCT has an in-built hotel that provides on-the-job training to students.

Advanced Infrastructure: The institute has a sprawling campus with excellent infrastructure.


Currently, AIHMCT has no collaborations with any foreign universities. However, the institute is willing for collaborations and there are no restrictions from Bangalore University for forging alliances.

Even though the institute has expressed its interest to a few foreign universities in the past, nothing has eventuated yet. AIHMCT does not have a preference for any country and are open to all kinds of collaborations, with an emphasis on the value that the students would derive from such collaborations.


Christian Medical College, Vellore, Tamil Nadu

Vellore—632004, Tamil Nadu Phone: 0416-2282010, 3072010 Website: www.cmch-vellore.edu

Overview

Established in the early 1900s, Christian Medical College (CMC) has grown from one-room to occupy a prominent place among medical institutions in India.

CMC fosters wholeness of healing and integrates physical and spiritual care. The combination of technical competence and the urge to be relevant to the needs of people and their environment influences its research and development activities.

The present team of doctors, nurses, allied health professionals, engineers, chaplains and others are engaged in making health care relevant to changing times.

CMC has around 3,000 outpatients, 1,000 inpatients, 55 operations, 22 clinics and over 30 births every day.

Key Courses Offered

The undergraduate courses offered by CMC are MBBS and B.Sc in nursing. The institute also offers postgraduate diplomas in various fields such as:

Nuclear medicine

Histopathology laboratory technology

Medical microbiology

Virology

Dialysis therapy

Cardiac technology

Neuro-electro-physiology

Perfusion technology

Advanced respiratory therapy

Cytogenetic

Applied molecular genetics methods

Assisted reproductive technology

Health management

Hospital administration

Health economics policy and financial management

Clinical pharmacy and dietetics.

Key Strengths

Highly Ranked: CMC has been consistently ranked among the best medical colleges in India, next only to AIIMS, Delhi. CMC is unique, both as a centre attending to the needs of the disadvantaged and as a leading referral tertiary care hospital.

Diverse Culture: The student body is a mix of various regions, religions and communities of India and other Asian countries. The tuition fees in the college are exceptionally low to ensure that finances are not a constraint to entering this institution. In addition, scholarships are available to students who need them.

Training in Community Medicine: A major emphasis in the curriculum is training in community medicine, which includes living in a village for several weeks and participating in activities that provide practical knowledge and experience related to the life and health of rural people.

H1 Grading by Investment Information and Credit Rating Agency (ICRA): CMC has been assigned the H1 grading by the ICRA. The H1 grading implies that the institution has resources and processes consistent with those required to deliver the highest quality of care.


An MoU has recently been signed between the 107-year-old CMC and the 197-year-old Karolinska Institute of Stockholm, Sweden, covering student-teacher exchange programs and joint-research projects.

CMC also offers diploma in allergy and asthma, in collaboration with the


International Asthma Services (a US-based charitable organisation dedicated to patient and physician education). The course was formulated to train qualified specialists in both theoretical and practical aspects of the

practice of allergy and asthma and related aspects of clinical immunology.


Seth G.S. Medical College, Mumbai, Maharashtra

Mumbai—400012, Maharahstra. Phone: +91-22-2413 6051 Website: www.kem.edu/college.htm

Overview

Seth Gordhandas Sunderdas (Seth G S) Medical College, the medical school of the King Edward Memorial (KEM) Hospital, was founded in 1926 in Mumbai.

It is among the top teaching and medical care institutions in India. With about 390 staff physicians and 550 resident doctors, the 1,800-bed hospital treats about 1.8 million out-patients and 78,000 in-patients annually and provides both basic care and advanced treatment facilities in all fields of medicine and surgery.

Key Courses Offered

Seth G S Medical College provides training to about 2,000 students in undergraduate, postgraduate and super-specialty medical courses.

Among undergraduate and postgraduate courses, physical therapy and occupational therapy are offered by the institute. Masters and PhD degrees are also available in various allied specialties. A course on nursing is also offered.

Key Strengths

State-of-the-art Technology: Seth G S Medical College is equipped with ultra-modern equipment. Hence, it is known for providing superior treatment facilities in all fields of medicine and surgery.

Services to the Underprivileged: Funded mainly by the Municipal Corporation of Greater Mumbai, these institutions render their services virtually free of cost, mostly to underprivileged sections of society.

Goodwill: The college has been able to capitalise on the goodwill attached to the prestigious KEM Hospital.

Receptivity towards Collaborations: Already having a couple of academic collaborations, the institute is receptive towards partnership with foreign universities.


The medical college has collaborations with two universities in the US:

Foundation for Advancement of International, Medical Education and Research (FAIMER), Philadelphia: FAIMER is a sister organisation of the Education Commission for Foreign Medical Graduates (ECFMG), US and has been successfully running faculty development fellowships since 2001. More than 77 fellows have been participating in this program from all over India

University of Massachusetts Medical School, Worcester: A medical student exchange program and an academic affiliation between the University of Massachusetts Medical School in Worcester, US and Seth G S Medical College was established in June 2005. This program is designed to provide unique educational opportunities to fourth-year medical students in both institutions.


St. John’s Medical College, Bangalore, Karnataka

Sarjapur Road, Bangalore—560 034 Karnataka Phone: +91 80 22065101 Website: www.stjohns.in/medicalcollege

Overview

Started in 1963 by the Catholic Bishop's Conference of India, St. John's has grown to be listed as one of the top medical educational institutions in the country. NAAC, the review committee of the UGC, has recognised the excellence of St. John's Medical College and Hospital and accorded it with a five-star grading.

Supreme Court of India has granted it the privilege of conducting its own entrance test, which placed St. John's Medical College at an advantage among the private medical colleges in terms of admissions.

Key Courses Offered

There are a number of courses being offered including:

MBBS

B.Sc in renal dialysis

B.Sc in cardiac perfusion technology

Doctor of medicine/master of surgery(MD/MS)

‗Diploma in National Board‘ courses

Key Strengths

Diverse areas of Research: The research department of the college is the first among medical schools to focus on concerns such as infectious disease, mental health, mother and child health, and molecular medicine.

High-quality research work undertaken by the teaching staff of the college has attracted grants from different parts of the world.

Alumni Association: An active alumni association is committed to the development of the institution.

Experienced Faculty Members: The college has an excellent faculty whose research work has been recognised and published in international medical journals such as the Anatomical Science International and Saudi Medical Journal and Journal of Clinical Research.


Currently St. John‘s Medical College does not have alliances with foreign universities. However, the college intends to gradually increase interaction with overseas institutions.

International students frequently undergo elective postings at the institution, which promotes interaction with students from various countries. The college also intends to encourage periodic visits by research staff to foreign countries, so that the St. John‘s becomes a model institution for medical research both at national and international levels.


Kasturba Medical College, Manipal, Karnataka

Madhav Nagar, Manipal—576104, Karnataka Phone: 91 820 2571201/2571230 Website: www.manipal.edu

Overview

Founded in 1953, Kasturba Medical College (KMC) was the first private medical college based in Manipal, Karnataka. KMC ranks among the top 10 medical colleges of India. Students from 44 countries have graduated from KMC, and its MBBS is recognised worldwide, including by the General Medical Council and ECFMG. Previously, KMC was under the purview of the Mangalore University. In 1993, the Government of India granted deemed university status to Manipal University, which saw KMC come under its wing.

Key Courses Offered

The key degrees offered are:

MBBS

B.Sc in biotechnology,

MD/MS

M.Sc

M.Phil and PhD

The following institutes are also a part of KMC:

AV Baliga Institute of Surgery

Operation Eyesight Universal Institute of Ophthalmology

Key Strengths

Receptiveness to Collaborations: KMC is one of the recognised national colleges in the

stream of medicine. Already having a few collaborations with international universities, the college is open to collaborations and perceives strong potential in Australian higher education for academic alliances.

Excellent Infrastructure: KMC‘s infrastructure is another of its strengths. It has a five-level health sciences library equipped with resources, internet journals and e-learning. The laboratories also have state-of-the-art equipment so a good practical training exposure is provided to students.

Focus on Research: There is a strong focus on intensive research and continuous progression.


KMC currently has collaborations with four universities in the US, UK and Canada. The following is a list of the partner institutes:


Maulana Azad Medical College, Delhi

Bahadur Shah Zafar Marg, New Delhi-110002 Phone: +91 11-23239271 to 23239280 Website: www.mamc.ac.in

Overview

Maulana Azad Medical College (MAMC) Delhi was established in 1959.

The hospital caters to a population of more than 2 million people in Delhi alone and many more from the surrounding states in north India. The college is a tertiary care referral centre and has teaching programs for graduate, postgraduate and super-specialties.

Five of its major associated hospitals are Lok Nayak Hospital, GB Pant Hospital, Sushruta Trauma Centre, Chacha Nehru Bal Chikitsalaya and the Guru Nanak Eye Centre.

Key Courses Offered

The institute offers courses in medical specialties at undergraduate, postgraduate, and doctoral levels.

At the undergraduate level, MBBS and Bachelor of Dental Surgery (BDS) are offered. The college has an intake of 180 students for MBBS and 20 students for BDS annually.

At the postgraduate level, MD, MS and postgraduate degree courses are offered. The institution also offers seven super-specialty courses at the doctoral level.

Key Strengths

Recognition by Singapore Medical Council: MAMC is one of only nine medical schools in India that has a basic medical degree (i.e. MBBS) recognised by the Singapore Medical Council for all purposes of training and job placements.

Break-through Treatments: MAMC has been the first to introduce many treatments in India. Some of them are ear-drum transplant, transpulmonary correction of tetrology of fallot, right gastroepiploic artery as a conduit in coronary artery bypass surgery, balloon mitral valvotomy, balloon angioplasty for co-arctation of aorta, and renal angioplasty.

Renowned Faculty: A major strength is the renowned faculty and notable alumni the world over. A number of research projects are also undertaken by faculty.

Infrastructure: MAMC hospitals have combined bed strength of more than 2,400 beds (with further expansion underway). The college has one of the finest libraries with 32,018 books of biomedical science and allied subjects and subscription to 177 journals of international repute.


MAMC currently does not have any collaboration with foreign universities. However, the institute does have domestic collaborations with institutes like CMC, Vellore; School of Tropical Medicine, Kolkata; and National AIDS Control Organisation, Government of India, for its fellowship program in HIV medicine.

The value of a potential collaboration and benefits sought of international exposure would be high for MAMC, since there are no collaborations at the moment.


Birla Institute of Technology and Science, Pilani, Rajasthan

Vidya Vihar Campus, Pilani—333031 Rajasthan Phone: +91-1596-42210 Website: www.bits-pilani.ac.in

Overview

Started in early 1900s as a small school, Birla Institute of Technology and Science (BITS), Pilani blossomed into a set of colleges for higher education, ranging from humanities to engineering. In 1964, all these colleges amalgamated to form a unique Indian university of international standing. Over the years, BITS has provided the highest quality technical education to students from all over India, admitted on the basis of merit. Its graduates may be found throughout the world in all areas of engineering, science and commerce.

Key Courses Offered

The key courses offered by the Institute are:

BE

ME

B.Pharm

M.Pharm

M.Sc

MBA

Master of Public Health (MPH)

Key Strengths

Active International Collaborations: Already having collaborations with 44 international universities in different realms like research, student and faculty exchange and credit transfer, BITS has good potential for such collaborations.

Robust Student Selection Process: Following a competitive BITSAT exam, the institute ensures the quality of students being admitted. Over 100,000 students apply to the college, and only 2,000 students are admitted. BITS has no management or reservation quota and the only seats that are reserved are for the top students of respective board examinations.

Highly Rated: BITS was re-accredited in 2008 by NAAC with highest grade and with a cumulative grade point average (CGPA) of 3.71, one of the highest so far in the country. This grading and CGPA is the combined rating for its campuses in Pilani, Goa and Dubai.

Corporate Collaborations: The institute has also earned the best ‗Corporate-University Alliance‘ award for its strong industrial collaborations.


BITS Pilani has 44 international collaborations. Out of these, around 36 MoUs are with universities and the rest are with corporations.

The institute seeks to further strengthen its linkages with universities overseas research and development organisations, and also industrial organisations. MoUs have been signed to initiate relationships with various universities, to enhance educational and research linkages, exchange of information, faculty exchange, students‘ exchange, and to set up state-of-the-art infrastructure in areas like communications, computer science and biotechnology.


Institute of Technology, Banaras Hindu University, Varanasi

Varanasi—221005, Uttar Pradesh Phone: +91-542-2307007; +91-542-2368160 Website: www.itbhu.org

Overview

Three premier engineering institutions of the Banaras Hindu University (BHU) were amalgamated to form the Institute of Technology (IT-BHU), which came into existence in 1971.

Since its inception, the institute has evolved to become a premier educational institution producing graduates, technocrats and entrepreneurs. It provides versatile postgraduate training and conducts research in engineering and technology.

Key Courses Offered

The key courses offered by IT-BHU are:

B.Tech

M.Tech

B.Pharma

PhD

Key Strengths

Consistently Ranked Among the top 10 Institutes: IT-BHU is ranked as the 7th best engineering college after the IITs.

IIT Status: The government had announced that IT-BHU will be awarded the status of an IIT. This would add to the already established good reputation of the institute.


There are a few ongoing faculty development programs with German universities but these are not actively operating.

However, IT-BHU is now keen on collaborating with universities from Australia, UK and Germany for their research and M.Tech programs, especially for student exchange. Since the institute currently does not have international collaborations the benefit expected to be derived from potential collaborations is very high.

Some of the hurdles faced by IT-BHU while collaborating with certain universities of the US and the UK were:

There was a funding problem with UK universities where alliances had been initiated.

The partner institutions according to IT- BHU were not open to the arrangement of providing the degrees to the Indian students.

Most foreign universities are usually keen on absorbing Indian students in their own countries. On the contrary, B.Tech students from India prefer pursuing postgraduate studies after their B.Tech. Hence, foreign universities are not very keen on exchange programs.

Students from foreign universities are not very keen on pursuing engineering in Indian universities because of a lack of enabling infrastructure, unlike other developed countries.


PSG Institute of Technology, Coimbatore, Tamil Nadu

Peelamedu, Coimbatore—641 004 Tamil Nadu Phone: +91 422 – 4344000 Website: www.psgtech.edu

Overview

PSG Institute of Technology, an institution of academic excellence, was founded in 1951 by PSG and Sons‘ Charities Trust and started with an emphasis on vocational education and production-oriented industrial training.

In order to achieve these objectives, the founders wisely decided to locate the college in the same campus as the PSG Industrial Institute, which is a pioneer today in the manufacture of several engineering products like process and agricultural pumps, industrial motors and high-quality specialty castings.

Key Courses Offered

The key courses offered by PSG Institute of Technology include:

B.Tech

B.Pharma

M.Tech

PhD programs in varied streams of engineering

Key Strengths

Top Ranked Private Institute: PSG Institute of Technology holds the second rank among the top private engineering colleges and leads both in terms of intellectual capital and in infrastructure.

Excellent Placement Records: The institute has a strong industry interface and an excellent placement record. PSG Institute of Technology is ranked number one among the top 15 national-level technical institutes, in terms of number of students receiving placement offers from reputed organisations from all over the country.

Industry Linkages: There is a close collaboration between the educational

institution and industry, resulting in cross-fertilisation of theory with practice. The undergraduate engineering students are required to spend half a day every week in the PSG Industrial Institute enabling them to study actual production processes.

Opportunities for Collaborations: Having six international collaborations at present, two of them with Australian universities, PSG Institute has good opportunities for more collaborations.


The college currently has international collaborations with universities from Australia, the US and UK.

The current collaborations are primarily operational under some of the following modes:

student exchange programs

faculty exchange programs

faculty development and professional development programs

programmatic collaboration, such as the collaboration with University of West England (UWE), which offers M.Sc in information technology to give students an opportunity to pursue one semester in PSG and two semesters in UWE.


Indian Institute of Science, Bangalore, Karnataka

Bangalore— 560 012, Karnataka Phone: + 91 80 2293 2560 Website: www.iisc.ernet.in

Overview

The Indian Institute of Science (IISc) was started as a research institute by Jamsetji Nusserwanji Tata, at the end of the 19th century. It was officially incepted on May 27, 1909 and has been excelling in higher education and scientific research in India since then. Today, IISc is a premier Indian education institute offering higher education in the field of science. The main focus of the institution is on research and providing opportunities to students to explore the field of science.

Key Courses Offered

The key courses offered by the University include ME, M.Tech and PhD.

Courses that are gaining popularity are material sciences, nanotechnology and biology. Under biology, the preferred subjects are biotechnology, genometrics and neuroscience. Under engineering, for masters the popular specialisations are electronics, computer science and electronic design.

Key Strengths

Faculty-Student Ratio: The institute maintains the faculty-student ratio of 1:5, ensuring fair and high-quality education.

Industrial Collaborations: IISc also has a number of industry-academic collaborations with some of the prominent companies like Microsoft, GM and GE, for which the institute regularly carries out streams of research projects.

Focus on Research: After masters, 90 per cent of the students are absorbed in the science industry. With many research laboratories being opened up by IISc, there is huge opportunity for these students.

International Collaborations: The college has about 75 ongoing programs with

universities across the world. This shows its potential for active collaboration.


IISc currently has 75 MoUs with international universities. Four of them are active collaborations with Australian universities.

Most student and faculty exchange programs are primarily for research. These include research workshops under which different academics discuss varied topics. The majority of the PhDs in the university have been pursued in collaboration with US universities. Under the five-year period of PhD at IISc, any student is eligible for a maximum six months of international research collaboration.

On average, about 12 students and 12 faculty members go abroad under the university programs for exchange and research projects under the MoUs. Besides MoUs for research projects, a lot of Indian professors at IISc often go to other universities as guest faculty.

About 100 delegations visit IISc each year, either for exploring new opportunities or for collaborating or under research exchange.


Thapar Institute of Engineering and Technology, Pilani, Rajasthan

Patiala—147004, Punjab Phone: +91-175-2393021 Website: www.tiet.ac.in

Overview

Thapar Institute of Engineering and Technology (TIET) came into existence in 1956 through collaboration between the then state of Patiala and East Punjab States Union (PEPSU), the central government and the Patiala Technical Education Trust. TIET was recognised as being among the leading privately managed grant-in-aid engineering institutions of the northern region of India. It is an example of a pioneering experiment of joint venture between the public and private sector in higher technical education. As a fitting recognition of its pioneering role in promoting national growth and development, TIET was granted full autonomy and the status of a deemed university in 1985 by UGC.

Key Courses Offered

The key courses offered by the university are:

BE

ME

MCA

MBA

PhD

M.Sc


TIET has an on-going collaboration with University of Waterloo (UW) Canada. TIET has also partnered with universities from the US, France and Australia in the past and for subjects like management.

The MoU between UW and TIET was signed to explore the possibility of cooperation in education and industrial training in the following areas:

TIET offers an industrial training program for UW students of mechanical engineering, machining, welding, computer-assisted design and drafting, basic electricity and metrology.

Both institutions will jointly design, manage and monitor the program as outlined in the ‗Proposal for Industrial Training‘ program.

TIET will coordinate the curriculum, lectures and practical contents, tools and equipment, and logistics of boarding and lodging.

The collaborations of TIET have been mainly in:

joint academic research

bilateral-exchange programs for students

faculty exchange programs.

Key Strengths

Highly ranked: A recent survey of Data Quest-NASSCOM rated TIET 9th among top technological schools in the country.

Student development: Frequent brain storming sessions held by the director with the faculty and the students have helped promote leadership and team work.

Financial Aid: More than 200 students received scholarships and stipends from various government and other agencies, therefore giving an incentive to deserving students.

Infrastructure: The institute has excellent infrastructural facilities and transportation, medical, safety and security arrangements.


Sri Ramaswamy Memorial (SRM) University, Tamil Nadu

West Mambalam, Chennai 600 033 Tamil Nadu Phone: +91-44-2474 2836, +91-44-2474 7231 Website: www.srmuniversity.co.in

Overview

Sri Ramaswamy Memorial (SRM) University is a co-educational, private university based in Tamil Nadu, India. The university has two campuses in Tamil Nadu at Kattankulatur, Kancheepuram district and Ramapuram district; and one campus in Modinagar, Uttar Pradesh, near Delhi. Previously functioning under Anna University as SRM Engineering College, the institute gained the deemed status in 2003–04, and was renamed as SRM Institute of Science and Technology, which eventually was changed to SRM University.

Key Courses Offered

The university offers a wide range of undergraduate and postgraduate diplomas and PhD courses such as engineering, architecture, interior design, biotechnology, medicine, nursing, dental, occupational therapy, physiotherapy, pharmacy, business administration, commerce, humanities, film technology, computer sciences, hotel management, aviation management and journalism.

Key Strengths

Esteemed Institute: As per the ‗GFK Mode Survey 2009‘, SRM University is now in the league of IITs and NITs accredited by NAAC with a score equivalent to five-star rating. SRM was also awarded the best ‗International Society for Technology in Education Chapter Award‘ in the Tamil Nadu–Pondicherry section.

Offering New Generation Courses: SRM University has introduced many upcoming courses like biotechnology, nanotechnology and animation. It also has state-of-the-art equipment and the infrastructure to support the technical requirements of such courses.

Representation for Research Projects: Research projects undertaken by students have been presented in international conferences such as European Management and Technology Conference (Rome, Italy); IEEE Conference at KAIST (Korea); and other international conferences in Beijing, China and Hong Kong. A student has also represented India at the first World Cyber Games in Seoul.


SRM University currently has collaborations with 19 universities across countries such as the US, UK, Canada, China, Japan, France, Korea, Mexico, Singapore, Maldives, Denmark, Malaysia, Sri Lanka and West Africa.

As part of collaborative programs, top ranking students are given the opportunity to spend a semester in foreign institutions. Around 104 students were selected for the ‗Semester Abroad Program‘ in 2008. A few were offered scholarships, while most were supported by their family during their time abroad.

SRM University has a unique arrangement with the University of Wisconsin–Milwaukee, US to transfer students at the end of the 3rd year for a comprehensive two-year BS+MS program at University of Wisconsin-Milwaukee. SRM also has a dual-degree program with the University of Warwick, UK in the area of plant biotechnology. A similar program is being worked out in cooperation with Dundee University, UK. The University has also set up collaboration with University of Western Australia as a part of academic initiatives.


Lovely Professional University, Punjab

Phagwara, Punjab (India) – 144402 Phone: +91-1824-404404 Website : www.lpu.in

Overview

Lovely Professional University is a UGC-recognised, Punjab-based university which started offering engineering and management courses in 2001, however it was officially established in 2006.

The university was ranked as the 6th private university in north zone by the ‗Times of India‘ and the 3rd best university to be enrolled for further studies by Business Barons. The engineering college was also ranked 16th best private college in India.

Key Courses Offered

The university offers over 150 programs in streams ranging across commerce, arts, engineering, management and economics. It offers programs at all levels including diploma, graduation, postgraduate and PhD.

Key Strengths

In the four years since recognition in 2006, LPU has developed strong international linkages, a good placement record, a well-qualified faculty and a number of emerging courses that are still not prominent in India.

Outstanding Infrastructural Facilities: LPU has a technology driven campus with emblematic architecture, spread over 600 acres, with excellent infrastructure facilities.

Innovative Approach: As part of its strategic plans, the university intends to branch out to new courses like nanotechnology, and other hybrid courses.


The University has already tied up with 20 different universities of the US, the UK, New Zealand, Australia and Canada and is open to other collaborations with foreign universities.

The current collaborations are operational through technology exchange, faculty exchange and student exchange programs. In 2008, 62 of its students went to Singapore and 60 students went to the US as part of student-exchange programs.

The university has twinning programs for the BBA, MBA, B.Tech and BCA courses. LPU also organises international industrial and academic tours. Sixty-nine students pursuing MBA at the university visited Singapore in February 2009 for a week-long, industry-academic interaction.

The university also intends to collaborate in engineering and management programs across different disciplines.


Amity University, Noida, Uttar Pradesh

Sector-125, Noida (NCR of Delhi), Uttar Pradesh Phone: 0120-2445252 Website: www.amity.edu

Overview

Amity University is the leading education group of India with over 60,000 students studying across 700 acres of hi-tech campus.

There are more than 60 Amity institutes under this university and it has been ranked as the best private university in India.

The university has established three campuses: two in Uttar Pradesh (Noida and Lucknow) and one in Rajasthan (Jaipur).

Key Courses Offered

The university offers bachelor and masters degrees in streams like:

Two-year postgraduate programs

MBA in microbial technology management

M.Sc in microbial technology

M.Sc in medical lab technology

Research degree programs

Doctorate in Sciences in microbial technology—minimum three years

PhD in microbial technology—minimum two years

Postgraduate diploma in microbial sciences

Integrated M.Sc in microbial technology

Key Strengths

Focus on All-round Development: To ensure that the course content is in line with the corporate environment, Amity has a holistic approach towards students. It doesn‘t just provide the degree, it also provides students with a platform to focus on personality development. There is a compulsory military training program for seven days for all the students both at

undergraduate and postgraduate levels. There are also business communication and behavioral classes for all students.

The university has a four-tier, mentor-mentee approach where students receive feedback from their teachers, parents, alumni and corporations.

Organising Seminars and Summits: Amity also conducts corporate summits and seminars for students where industry professionals share their experiences. Special classes on business etiquette are also held.

Range of Emerging Courses Offered: They offer some of the emerging courses like nanotechnology, biotechnology, nursing, travel and tourism.


Currently, Amity University has collaborations with only three universities for student and faculty exchange. The courses for which students go abroad primarily include MBA, MS and PhD.

Some of the courses that Amity considers as having potential scope of collaboration are:

Bachelors and Masters in Architecture

Bachelors and Masters in Fine Arts

Mass Communication

B.Sc and M.Sc in Design


School of Planning and Architecture, New Delhi

4-Block B, Indraprastha Estate, New Delhi—110022 Phone. : +91 - 11 - 23724383, 23702382/92 Website: www.spa.ac.in

Overview

School of Planning and Architecture (SPA) was initiated in 1941 as a Department of Architecture of Delhi Polytechnic. It was later affiliated to the University of Delhi and integrated with the School of Town and Country Planning which was established in 1955 by the Government of India to provide facilities for rural, urban and regional planning.

On integration in 1959, the school was renamed School of Planning and Architecture. The school is a specialised university, the only one of its kind, which exclusively provides training at various levels, in different aspects of human habitat and environment.

Key Courses Offered

SPA offers two courses at the undergraduate level:

Bachelor of Architecture: The five-year course is approved by the Indian Institute of Architects, the Council of Architecture and the Commonwealth Association of Architects.

Bachelor of Planning: The four-year course is approved by AICTE, Ministry of Human Resource Development, Government of India, and The Institute of Town Planners, India.

Courses at the postgraduate level include: urban design, architectural conservation, industrial design for architecture, transport planning, regional planning, urban planning and housing planning.

Key Strengths

Offering Specialised Courses: SPA has taken the lead in introducing academic programs in specialised fields both at bachelor and

masters level, some of which are not available elsewhere in India.

Fostering International Interaction: The school has recently established the Overseas Research and Development Centre. This is to extend the education and research facilities to other developing countries in Africa, SAARC and South Asia, and to support and participate in the bilateral cultural programs being entered into by India with other countries in these regions.

Wide Exposure: The college hosts students from all over the country and also neighboring countries like Sri Lanka, Bangladesh and Nepal. This adds a multicultural dimension and exposes students to wider knowledge.


SPA currently does not have any foreign collaboration. Although many discussions have been carried out in the past with regard to collaborations, no alliance has been formed as yet. Since SPA is considered to be at par with international universities in terms of its resources, infrastructure, and research institutes in various fields of architecture, the chief benefit sought from exchange programs would be to provide international exposure to students to get an insight into the research methodologies used in different countries. Universities in countries such as Japan, London and Moscow are well renowned for research programs in architecture. Australian universities such as University of Adelaide, Newcastle, Tasmania and New South Wales also offer good architecture courses. These are some of the potential universities for collaboration, as seen by SPA, Delhi.

SPA would also be focusing on a bilateral agreement and the terms and conditions are expected to be worked out in a way that would be feasible for the Indian students as well.


Maya Academy of Advanced Cinematics, Mumbai, Maharashtra

Andheri (West), Mumbai—400 053 Maharashtra Phone: +91 22 40821111 Website: www.maacindia.com

Overview

Maya Academy of Advanced Cinematics (MAAC) is the academic wing of Maya Entertainment Limited (MEL), a premier 3D animation and visual effects house based in Mumbai. MEL‘s Board consists of highly reputed companies such as Intel, Enam Financial, Bhukanvala Holdings and Concept Communications.

MAAC took shape in 2001, with an in-house facility at MEL and a parallel setup in north India with the intent to provide high-quality education in 3D animation and visual effects. In a short span of eight years, it has grown up to a network of more than 60 academic centers, spread across India and the Middle East.

Key Courses Offered

The flagship courses that are validated by University of Cambridge International Examinations are:

Advanced Diploma in 3D Animation—Professional (PD3D)

Advanced Diploma in 3D animation—Expert (AD3D)

In April 2009, IGNOU entered into an exclusive partnership with MAAC to offer a Bachelor of Arts in 3D Animation and Visual Effect—BA (AVFX), along with intermediate certification in digital film making and diploma in computer generated imagery.

Other short-term courses include Alpha Maya, Beta Maya, Omega Maya, Media Maya and Maya Archi.

Key Strengths

Innovation Driving the Institute: MAAC is promoted and run by a team of creative professionals who thrive on their imagination and inspiration. Moreover, the instructors have professional industry

experience. MAAC even has the largest number of ‗Autodesk Certified Training Centres‘ as well as certified instructors in India.

Mutual Support of MEL: Maya Entertainment is the end user to all that is offered by MAAC. It provides the software to its students and it also absorbs the talented graduates in their firm. Because of the business constituents of MEL, the students are trained in an on-the-job environment. Hence, the training also incorporates additional intricate elements like camera angles, storyboards and editing. MAAC's competitors, due to infrastructural constraints, cannot recreate this on-the-job environment.

Unique Courses: MAAC is also one of the few institutes that offer character animation.


This process will involve continual monitoring by which Cambridge International Examination will ensure that quality standards are maintained and that students are provided with the most appropriate forms of assessment.

CIE will also quality assure MAAC‘s academic systems, ensuring that administration meets the expected standards of international best practice. Students who meet the programs‘ assessment criteria and pass their award will receive a CIE certificate, printed in Cambridge and bearing the logos of both MAAC and CIE. This will give graduates a distinct edge when it comes to landing jobs with frontline global companies or pursuing specialised courses overseas. Currently, MEL is also planning to add new centres in the US, Australia, Malaysia, Jordan, Turkey, Sri Lanka and various African countries.


Pearl Academy of Fashion, New Delhi

Naraina Industrial Area, Phase II, New Delhi – 110028 Phone: +91 11 41417693-94; 25703451/5478/8506 Website: www.pearlacademy.com

Overview

Pearl Academy of Fashion (PAF) has been set up by the Little People Education Society; a society registered under the Society's Registration Act 1860 and promoted by House of Pearl Fashions Ltd. (one of India‘s largest export houses).

PAF is committed to providing professional service associated with education and training in the fields of design, business and technology. Since inception, PAF‘s achievements have been phenomenal. The intelligence, high energy and motivation of the students bring an added measure of maturity and knowledge to the industry.

Key Courses Offered

PAF offers six undergraduate degrees, six postgraduate degrees, one professional diploma course and five short-term certificate courses. The key courses are:

Courses offered at the undergraduate level: fashion design, textile design, jewelry design, communication design, fashion business management, fashion retail management, fashion and media make- up.

Courses offered at the postgraduate level: fashion merchandising, garment manufacturing, fashion retail, fashion design, and fashion marketing.

Key Strengths

High Potential: This institute, with dedicated faculty and excellent infrastructure facilities, is considered as the best fashion college, with potential for excellence, in the country. The academy takes pride in its high-caliber faculty, outstanding track

record in student exchange, international networking and placement records.

Comprehensive Curriculum: PAF is the only fashion educator in India which prepares students for every segment of the fashion chain-design, merchandising, production, communication, textiles, retailing and make- up areas. It also keeps revising its curriculum to meet the needs of the fashion industry.

Strong Industry Interface: The institute has close corporate linkages in terms of offering consultancy services, undertaking projects, organising national/international conferences, inviting visiting faculty, training programs and recruitment.

The academy organises an annual fashion show ‗Portfolio‘, which marks the entry of PAF students into the professional world. It has emerged as one of the most prestigious ramp presentations in Delhi. An eminent jury made up of fashion designers, industry experts and art industry representatives are invited to evaluate the collection for the awards.


The institute has student-exchange programs with Amsterdam Fashion Institute and Ravensbourne College. Ryerson University and Ravensbourne University also have agreements for faculty exchange with Pearl Academy.

The institute is also an institutional member of the following associations:

The Hong Kong Research Institute for Textiles and Apparels: access to research funding and research applications.

FICCI Higher Education Network, Delhi: wide networking potential.


International Foundation for Fashion Technology Institutes: consists of over 40 highly reputed fashion schools in India and the world.

Society for Dyers and Colorists: entered into an understanding with the Society of Dyers and Colorists for future cooperation, organising workshops/seminars and student and faculty exchange.


Foundation of Liberal and Management Education, Pune

Pune—411001 Maharashtra Phone: +91 20 26052560 Website: www.flame.edu

Overview

Foundation of Liberal and Management Education (FLAME) was founded in 2004 by two visionaries, Nemish Shah and Parag Shah, with a desire to enhance formal education with traditional knowledge through a progressive methodology.

The pedagogical structure comprising the FLAME School of Liberal Education, FLAME School of Management and FLAME School of Communication emerged after substantial discussions with distinguished intellectuals, scholars, philosophers and educationists.

Key Courses Offered

FLAME offers the following courses.

FLAME school for liberal education offers various undergraduate courses in BA, B.Sc and BBA.

FLAME school of management offers only one program: Postgraduate Diploma in Management (PGDM).

FLAME School of Communication offers PGDM in communication and also a specially designed beginners course in visual communications, with a focus on film appreciation for students pursuing their BA or BBA.

Key Strengths

Unique Course Offering in Liberal Education: For the first time in India, FLAME has introduced two business management programs anchored in liberal education; a globally acknowledged concept based on multi-disciplinary education that produces well-rounded, dynamic leaders. Liberal education has historically produced the best leaders, thinkers, scientists, writers, poets and scholars.

Aggressive Marketing: FLAME has been following an aggressive marketing strategy. The luminaries have been traveling across all cities and towns in India acquainting students, parents, principals, media persons and intellectuals in the education field about FLAME and its course offerings. FLAME also arranges meetings with deans of colleges in Greece and the US.

Discover India: FLAME has initiated a unique project which anchors the individual into social milieu, a developmental experience which is about experiencing the values of grass-root realities as well as corporate experience. The success of this project has given FLAME a lot of recognition.


FLAME signed a MoU with Imperial College UK in January 2008 to establish methods for developing joint research, teaching and academic staff development through its two partner organisations. FLAME also signed an MoU with Jiangsu University, Zhenjiang, China, in April 2008 for exchange of students, faculty and joint academic and cultural activities. Another MOU with London Metropolitan University has the intention to collaborate on educational projects between the two universities. Areas of cooperation are envisaged initially to include the arts, humanities, leadership and management. According to the All India Council for Technical Education guidelines, a new institute cannot host foreign students until a few years after its inception. Thus, as a part of student exchange, FLAME does not host students from foreign universities at the moment.


Amity Institute of Microbial Technology, Noida, Uttar Pradesh

Amity Campus, Sector 125, Noida, Uttar Pradesh Phone : +91 (120) 2431182, 2432780/81 Website: www.amity.edu/aims

Overview

The Amity Institute of Microbial Technology (AIMT) is located on the sprawling Amity campus in Noida, Uttar Pradesh an adjoining township of New Delhi, which is developing as one of the biggest business and entrepreneurial centres in Asia.

AIMT was established in 2005. The campus provides an ideal setting and background conducive to meaningful learning. One of the hallmarks of education at Amity is the development and preservation of strong moral and traditional values of India.

Key Courses Offered

Two-year postgraduate programs

MBA in microbial technology management

M.Sc in microbial technology

M.Sc in medical lab technology

Research degree programs

Doctorate in Sciences in microbial technology—minimum three years

PhD in microbial technology—minimum two years

Postgraduate diploma in microbial sciences

Integrated M.Sc in microbial technology

Key Strengths

Strong Network and Linkages: AIMT faculty have excellent contacts and the institute is not bound by government regulations, unlike many other institutes. Hence, they are actively involved in foreign collaborations. Students coming from abroad find it easy to adapt as the latest

technology is employed. The institute also sees Australia as a good partner institute.

Rigorous Teaching and Research: Rigorous teaching methods are followed by the college and both the students and faculty are involved in research. The institute is actively involved in research publications throughout the year. AIMT, together with German universities publishes four to five books each year.


AIMT has a strategic collaboration in business incubation with Embreonix at University of Abertay, Dundee, Scotland for contract research and subsequent commercialisation activities in biotechnology. Negotiations are underway for joint research and teaching collaboration with renowned academic universities/institutes from Japan, Turkey, Korea, Thailand, Vietnam, USA, Australia, New Zealand, and especially Spain and Portugal.

The college prefers German universities for its exchanges. However, currently many collaborations with Germany, the US and Italy are inactive. According to the AIMT authorities, the UK is perceived as a good destination for courses in science. The US and Australia are also seen as attractive destinations.

As part of an ongoing program, professors from AIMT, along with those of University of New South Wales and University of Perth in Australia, are jointly working on research papers and also co-authoring a book.

On average, around six to eight students go abroad for exchange programs and the college hosts about one or two students from foreign universities each year.


National Institute of Nutrition, Hyderabad, Andhra Pradesh

Tarnaka, Hyderabad – 500017, Andhra Pradesh Phone: +91-40-27197200 Website: www.ninindia.org

Overview

The institute was founded 1918 as ‗Beri-Beri‘ enquiry unit in a single-room laboratory at the Pasteur Institute, Coonoor, Tamil Nadu. Within seven years, this unit grew into a ‗Deficiency Disease Enquiry‘ unit and in 1928, emerged as full-fledged ‗Nutrition Research Laboratories‘.

It was moved to Hyderabad in 1958. In 1969, it was renamed National Institute of Nutrition (NIN). NIN has attained global recognition for its pioneering studies on various aspects of nutrition research, with special reference to protein energy malnutrition. The emphasis shifted to problem-oriented research, to discover practical solutions to nutrition problems that can be applied in the existing socioeconomic framework.

Key Courses Offered

To date, NIN has primarily been a research institute and has had many short-term nutrition courses in the past. In 2009, NIN introduced a full-time, two-year masters degree in nutrition.

Key Strengths

Strong Research: NIN is the only institute in the country that conducts research in all aspects of nutrition. It is the strongest in public health research.

Wide Geographical Access: The National Nutrition Monitoring Bureau has established 10 branches in the states of Andhra Pradesh, Gujarat, Karnataka, Kerala, Madhya Pradesh, Maharashtra, Orissa, Tamil Nadu, Uttar Pradesh and West Bengal, to monitor nutrition practices in rural areas.

Record of achievements: NIN, over its 80 years of service to the nation, has an impressive record of achievements in the amelioration

of several nutritional disorders in India. NIN is the institute which comes out with all the nutritional policies for the country, as it is directly under the Indian Council of Medical Research (ICMR).


NIN doesn‘t have any formal collaboration with foreign universities. Many institutes have approached it, but no collaborations have been formed as yet. In the past however, numerous student programs have been sponsored by the World Health Organisation (WHO). In this regard, several students and faculty have been to foreign universities such as University of Maastricht, Netherlands. Also, NIN has been a part of a lot of projects initiated under the Indo-US Research Program. These projects are first reviewed by experts of both countries, and subsequently they are funded by an agency.

As per this procedure, Indian Council of Medical Research first approves the MoU to be signed by the college, which is then approved by the health ministry.

While signing a MoU, the following considerations would be kept in mind by institute authorities:

Transfer of biological material (such as animals, plants etc.) and equipments.

Confidentiality of the end product of the research.

Sharing of resources and information.

Exchange of number of students/faculty.

NIN‘s expectations from a MoU are:

It must be mutually beneficial.


New technology to be brought into India.

The collaborations are expected to promote analytical methods and

studies on tropical diseases, malnutrition, dietary methods etc.


International Institute of Fine Arts, Modinagar, Uttar Pradesh

Modinagar, NCR of Delhi, Uttar Pradesh—201201 Phone: +91-1232-223466 Website: www.iifaindia.org

Overview

International Institute of Fine Arts (IIFA) was established in July 2000. Its aims to provide education and training to students on a wide spectrum of fine arts. Modinagar, being very close to New Delhi, is now a centre for education, where facilities are available in the field of management, fashion, medicine, engineering, computer education, not to mention the various schools and colleges. In India, a reputed art and design institute was missing and the Institute of Fine Arts ideally fills this gap.

Key Courses Offered

Four-year bachelor in fine arts

One-year international foundation program in visual arts in collaboration with LASALLE-SIA College of the Arts, Singapore

Three-year advanced diploma in fashion design

Two-year diploma courses in textile design, painting, photography and computer graphics

Three-month certificate courses in jewellery design, film and television and textile design

Key Strengths

Existing Alliances: IIFA has international recognition and established alliances with the six reputed colleges of the University of the Arts London, and is expected to be receptive towards forging more such alliances.

Range of Offerings: Currently there are over 450 students enrolled in degree courses in fashion design, textile design, painting and applied art. In addition, the institute offers diplomas in photography and an advanced diploma in computer graphics and 3D

animation. IIFA is the only college in India to offer all of these subjects under one roof.

Promotional Events: In an effort to promote contemporary Indian art across the globe, IIFA organises annual art events internationally. IIFA invites eminent personalities as guest lecturers, which include top designers and artists in India, and faculty from the reputed University of Arts, London.


The college currently has two active collaborations.

MoU with the University of Arts, London:

Exchange of academic staff.

Exchange of students and short and long-term student placement.

Exhibitions, master classes, short courses, conferences, seminars, symposia and similar academic activities.

Joint-research activities; exchange of publications.

MoU with LASALLE College of Arts, Singapore for mutual cooperation:

Joint degree program.

One semester study abroad.

Portfolio-development program; joint teaching centres.

Staff exchange and development programs.

Art exhibitions and shows in Singapore.

In an effort to promote contemporary Indian art across the globe, IIFA organises annual events in various countries. These exhibitions showcase works by several renowned and upcoming Indian artists.


Exhibitions have been held at Tate Britain, London; Chelsea College of Art and Design, London; Sculpture Square, Singapore; the UNESCO Global Forum on ‗Power of Peace' held at Bali, Indonesia; the Ueno Royal Museum, Tokyo; the House of Lords,

London; and the New York Academy of Arts, USA.


Institute of Clinical Research India, New Delhi

Okhla Industrial Area, Phase I , New Delhi 110020 Phone: +91 - 11 - 4065 1000 Website: www.icriindia.org

Overview

Institute of Clinical Research India (ICRI) was established to meet the increasing need for trained professionals in the arena of clinical research. Over the past few years, the institute has become a leader in Indian clinical research education.

In the last two years alone, more than 2,500 professionals graduated from this institute. With an additional 4,000 professionals undergoing training in its various campuses across India, ICRI has become a first choice for students interested in clinic research. There are six ICRI campuses in India in Delhi, Hyderabad, Bangalore, Cochin, Mumbai, Ahmedabad, and one in the UK in association with Cranfield University.

Key Courses Offered

Full-time courses include:

M.Sc in clinical research

M.Sc in clinical research management

Advanced postgraduate diploma in clinical research

Some of the part-time courses include:

Postgraduate diploma in clinical trial management

Postgraduate diploma in clinical research with specialisation in quality assurance and audit

Postgraduate diploma in clinical data management

Postgraduate diploma in Pharamacovigilance

Key Strengths

Initiator of Clinical Research: ICRI is one of India's leading clinical research institutes and is committed to disseminating

education in the field of clinical research. The training students receive from ICRI is not only professional and complete, but is also technically superior. It covers all aspects of clinical research.

Capitalising on Cranfield Advantage: With the collaboration of ICRI and Cranfield, ICRI has taken the lead in expanding its vision to reach a global standard. This will further raise the standard of education of clinical research in India. Also, it would bring in renowned international faculty.

Facilitating Finances: ICRI has collaboration with HDFC Bank to provide education loans to students.


ICRI has collaboration with Cranfield University, UK; one of the leading international universities for research and faculty support. Besides facilitating faculty and curriculum exchange, it has enabled ICRI to set up a new campus in London, UK.

ICRI was also presented with the prestigious UK India Education and Research Initiative (UKIERI) Award, an initiative of the UK and India for working together in education and initiating higher-education programs in India for translational medicine and molecular biology.

In 2007, ICRI opened its campus at Cavendish College London, UK and launched a global postgraduate diploma in clinical research, in association with the Institute of Clinical Research United Kingdom. The new course is unique as it includes regulations for clinical research in Europe, the US, Japan and India. This will help produce professionals for the global market. It is a part-time course and has 40 enrolled students. The faculty is from the


US, Europe, UK and India. This course is aimed at professionals working in the pharmaceutical industry, hospitals and clinical research organisations. ICRI is also

planning to open one of its campuses in Singapore and in the US.


Institute of Insurance and Risk Management, Hyderabad, Andhra Pradesh

Jubilee Hills, Hyderabad—500033, Andhra Pradesh Phone: +91 40 23556470, 23600578 Website: www.iirmworld.org.in

Overview

The Institute of Insurance and Risk Management (IIRM) is an international education and research organisation. The Institute was set up in 2002, jointly by the Insurance Regulatory and Development Authority (IRDA) of India and the State Government of Andhra Pradesh. International postgraduate diploma courses in insurance and risk management are run from the campus at Jubilee Hills. International School of Actuarial Sciences (ISAS) opened on 6 August 2007, leading to a postgraduate diploma in actuarial sciences. IIRM aims to serve the learning and developmental needs of emerging markets in the context of their contemporary challenges in the insurance sector.

Key Courses Offered

The key courses offered are:

International postgraduate diploma in life insurance

International postgraduate diploma in general insurance

international postgraduate diploma in risk management

Postgraduate diploma in actuarial sciences

Key Strengths

Goodwill: IIRM is the only institute set up by IRDA in India. Being a company, the annual reports of IIRM are filed with the registrar of companies annually, and their Board of Directors is headed by the Chairman of IRDA. Its affiliation to Chartered Insurance Institute (CII), UK is one of its biggest strengths.

Course Curriculum: The institute has a specially designed syllabus incorporating core technical subjects; internationally recognised qualifications; a short route to attain the ACII qualification of CII, UK; practical exposure and placement assistance; and a highly qualified and experienced faculty.

In January 2009, NALSAR University of Law and IIRM signed an MoU. Through this collaboration, the institute will also offer the masters degree in law of financial services and capital markets with effect from 2009–2010.


IIRM has arrangements with Suffolk University, Boston for Indian students to pursue postgraduate programs with waiver of GMAT. IIRM‘s own institution examinations leading to the Diploma in Actuarial Sciences, is recognised by the Society of Actuaries, Illinois, US. It has offered Validation by Educational Experience credits to three subjects (finance and financial reporting, statistical methods and economics) for the diploma holders of the course.

IIRM Hyderabad has been approved as a CII examination centre since October 2006. Also, CII, London has granted accreditation to the distance learning programs of IIRM. A student qualifying in international postgraduate diploma in life, general or risk management from IIRM is eligible for exemption in seven out of 10 subjects required to acquire ACII qualification of the CII. These exams can be taken at Hyderabad itself.

IIRM receives international support in its endeavours and works closely with IAIS, FSI, CII, American Institute of Insurance,


Actuarial Society of India, governments and state regulatory authorities, universities, international associations and institutes, to develop its educational, training and research projects in support of emerging

insurance markets. With this, IIRM enjoys the support of illustrious academics.


Whistling Woods International, Mumbai, Maharashtra

Goregoan (East), Mumbai 400065, Maharashtra Phone:+91 22 30916000 Website: www.whistlingwoods.net

Overview

Whistling Woods International (WWI) is a film school located on a large campus in Film City, Mumbai, India. It offers two-year diploma courses in varied aspects of film making. The aim of the institute is to provide a centre that nurtures both creative and business skills.

The school is the brainchild of Indian director and Indian film producer Subhash Ghai, who serves as its chairperson. The first intake of students was in July 2006.

Key Courses Offered

Two-year full-time courses in acting; art and technique of animation; cinematography; direction; editing; MBA in media and entertainment; producing; sound recording, design and music production

One-year part-time course in screenwriting

MBA in media and entertainment in collaboration with Manipal University

There is a short-term course in Indian cinema that will introduce international students to the cultural context, styles and characteristics of Hindi cinema and to film production in Mumbai

Key Strengths

Unique Curriculum: The curriculum is a unique hybrid of curriculums of several world-class film schools worldwide and Indian sensibilities of film-making.

Placements: WWI has an impressive track record for placements of its students, despite it being a newly setup school. The institute is now only in its fifth year of operation.

Strategic Location: Located in Film City, Mumbai, the school provides the best learning platform for students compared to any other film institute, with access to on-the-job training.

World-Class Faculty: The faculty of WWI includes academics, top working industry professionals, instructors from renowned Indian and foreign film schools and the finest guest lecturers.


Deakin University and Griffith University in Australia formally recognise WWI as an academic partner and provide credits for advance standing for WWI diploma holders. Undergraduate WWI students can, on completion of their two-year diploma, transfer directly into the third year of either Deakin University or Griffith University. WWI and Griffith University also run an exchange program allowing students to spend one semester in Australia.

WWI is also in advanced talks with several top-tier film schools from the USA, UK and Canada. Finalised agreements with these schools are expected shortly.

Key Collaborations

Listed below are few of the in-line partners of WWI, which facilitate short-term courses, and exchange of library resources.


List of Abbreviations ADS: Australian Development Scholarships

AICTE: All India Committee for Technical Education

AIHMCT: Army Institute of Hotel Management and Catering Technology

AII: American Institute of Insurance

AIIMS: All India Institute of Medical Sciences

AIMA: All India Management Association

AIMT: Amity Institute of Microbial Technology

ALS: Amity Law School

ASI: Actuarial Society of India

ATC: Autodesk Certified Training Centers

AUD: Australian dollar

BPO: Business process outsourcing

B.Com: Bachelor of Commerce

B.Ed: Bachelor of Education

B.Sc: Bachelor of Sciences

BA: Bachelor of Arts

BARC: Bhabha Atomic Research Centre

BBA: Bachelor of Business Administration

BBS: Bachelor of Business Studies

BDS: Bachelor of Dental Surgery

BE: Bachelor of Engineering

BFIA: Bachelor of Financial and Investment Analysis

BIT: Birla Institute of Technology and Science

BITS: Birla Institute of Technology and Science

BMCC: Brihan Maharashtra College of Commerce

BMS: Bachelor in Management Studies

CAD: Computer Aided Design

CAGR: Compound Annual Growth Rate

CEDT: Centre for Electronics Development and Technology

CHT: Certified Hospitality Trainer

CIE: Cambridge International Examination

CII: Chartered Insurance Institute

CMC: Christian Medical College

CGPA: cumulative grade point average

CPRI: Central Power Research Institute

CRICOS: Commonwealth Register of Institutions and Courses for Overseas Students

CSR: Competition Success Review

DAAD: Deutsher Akademischer Austaush Dienst

DST: Department of Science and Technology

DTC: Doctoral Training Centres

DTH: Direct To Home

DTU: Doctoral Training Units

EAGER NetwIC: Euro-Asian Network for Strengthening Graduate Education and Research in Wireless Communications

EBS: European Business School

ECFMG: Education Commission for Foreign Medical Graduates

EHL: Ecole hôtelière de Lausanne

ELICOS: English Language Intensive Courses for Overseas Students

EPGDBM: Executive Postgraduate Diploma in Business Management

ESIGELEC: Ecole Superieur d'Ingenieur en Genie Electrique

ESRC: Economic and Social Research Council

EUROMED: Euro-Méditerranée

FAIMER: Foundation for Advancement of International, Medical Education and Research


FHRAI: Federation of Hotel and Restaurant Associations of India

FICCI: Federation of Indian Chambers of Commerce and Industry

FLAME: Foundation of Liberal and Management Education

GATE: Graduate Aptitude Test

GDP: Gross Domestic Product

GER: Gross Enrolment Ratio

GGSIP: Guru Gobind Singh Indraprastha University

GMAT: Graduate Management Admission Test

GoI: Government of India

GRE: Graduate Record Examination

GRF: German Research Foundation

HACCP: Hazard Analysis and Critical Control Points

HBNI: Homi Bhabha National Institute

HCABF: Harvard College Asian Business Forum

HDFC: Housing Development and Finance Corporation

Hons.: Honours

HRC: Human Rights Cell

HRD: Human Resource and Development

HTM: Hospitality and Tourism Management

IAS: International Asthma Services

IBM: International Business Machines

ICCMC: International Committee on Concrete Model Code

ICMR: Indian Council of Medical Research

ICRA: Investment Information and Credit Rating Agency

ICRI: Institute of Clinical Research India

IDRC: International Development Research Centre

IEG: Institute for Electronic Governance

IFCPAR: Indo-French Centre for the Promotion of Advanced Research

IGNOU: Indira Gandhi Open National University

IHM: Institute of Hotel Management

IHRA: International Hotel and Restaurant Association

IHTM: International Hospitality and Tourism Management

IIFA: International Institute of Fine Arts

IIIT: International Institute of Information Technology

IIM: Indian Institute of Management

IIMC: Indian Institute of Management and Commerce

IIPC: International Postgraduate Pediatric Certificate

IIRM: Institute of Insurance and Risk Management

IISc: Indian Institute of Science

IISER: Indian Institutes of Science Education and Research

IIT: Indian Institute of Technology

IMI: International Management Institute

INI: Institute of National Importance

IPPC: International Postgraduate Pediatric Certificate

IRAHE: Independent Regulatory Authority for Higher Education

IRDA: Insurance Regulatory and Development Authority

ISRO: Indian Space Research Organisation

IT: Information Technology

IT-BHU: Institute of Technology, Banaras Hindu University

ITeS: Information Technology Embedded Services

ITI: Industrial Training Institute

IU-ATC: India-UK Advanced Technology Centre


JKC: Jawahar Knowledge Centres KEM: King Edward Memorial KMC: Kasturba Medical College

JNU: Jawahar Lal Nehru University

LEARS: Legal Education and Research Society

LLB: Bachelor of Law

LLD: Doctor of Laws

LLM: Master of Laws

LPU: Lovely Professional University

LSR: Lady Shri Ram

Ltd.: Limited

M.Com: Master of Commerce

M.Phil: Master of Philosophy

M.Sc: Master of Science

MA: Master of Arts

MAAC: Maya Academy of Advanced Cinematics

MAMC: Maulana Azad Medical College

MBA: Master of Business Administration

MBBS: Bachelor of Medicine and Bachelor of Surgery

MCC: Madras Christian College MCI: Medical Council of India MD: Doctor of Medicine

MDI: Management Development Institute

ME: Masters in Engineering

MEL: Maya Entertainment Limited

MHRD: Ministry of Human Resource Development

MIT: Manipal Institute of Technology

MNNIT: Motilal Nehru National Institute of Technology

MoU: Memorandum of Understanding

MS: Masters of Science

NAAC: National Assessment and Accreditation Council

NALSAR: National Academy of Legal Studies and Research

NASSCOM: National Association of Software and Service Companies

NBA: National Board of Accreditation

NCR: National Capital Region

NEHU: North Eastern Hill University

NIIT: National Institute of Information Technology

NIN: National Institute of Nutrition NIT: National Institute of Technology NKC: National Knowledge Commission

NLSIU: National Law School of India University

NMEICT: National Mission on Education through Information and Communication Technology

NMIMS: Narsee Monjee Institute of Management Studies

NRIs: non-resident Indian citizens

NUJS: National University of Juridical Sciences

NUS: National University of Singapore

PAF: Pearl Academy of Fashion

PEPSU: Patiala and East Punjab States Union

PGDBM: Postgraduate Diploma in Business Management

PGDCA: Postgraduate Diploma in Computer Applications

PGDM: Postgraduate Diploma in Management

PGP-IM: Postgraduate Program in International Management

PhD: Doctor of Philosophy

PNP: Provincial Nominee Program

PIO: Persons of Indian Origin

PR: Permanent Residence

RBI: Reserve Bank of India

RMIT: Royal Melbourne Institute of Technology


SAARC: South Asian Association for Regional Cooperation

SAMS: Student Academic Management System

SAP: Special Assistance Programme

SCMS: Symbiosis Centre for Management Studies

SEAB: Singapore Examinations and Assessment Board

SEL: School Education and Literacy

SHU: Sheffield Hallam University

SIBM: Symbiosis Institute of Business Management

SICSR: Symbiosis Institute of Computer Studies and Research

SID: Society for Innovation and Development

SIU: Symbiosis International University

SLS: Symbiosis Law School

SMART: Singapore-MIT Alliance for Research and Technology

SOA: Society of Actuaries

SPA: School of Planning and Architecture

SRCC: Shri Ram College of Commerce

SRIC: Sponsored Research and Industrial Consultancy

SRM: Sri Ramaswamy Memorial

SSCBS: Shaheed Sukhdev College of Business Studies

SWOT: Strengths, Weaknesses, Opportunities, and Threats

SXC: St. Xavier‘s College

TAFE: Technical and Further Education

TERI: The Energy and Resources Institute

TIET: Thapar Institute of Engineering and Technology

TOEFL: Test of English as a Foreign Language

TWES: Training and Work Experience Scheme

UG: Undergraduate

UGC: University Grants Commission

UKIERI: UK India Education and Research Initiative

UNB: University of New Brunswick

UNDP: United National Development Program

UoL: University of Leeds

UP: Uttar Pradesh

UPE: Universities with Potential for Excellence

USAID: United States Agency for International Development

USD: United States dollar

UW: University of Waterloo

UWE: University of Western England VIT: Vellore Institute of Technology VLSI: Very Large Scale Integration VSAT: Very Small Aperture Terminal WB: West Bengal

VET: Vocational Education Training

WGSHA: Welcomgroup Graduate School of Hotel Administration

WHO: World Health Organisation WMU: Western Michigan University WWI: Whistling Woods International

XIMB: Xavier Institute of Management Bhubaneswar


Reference and Source list


Notes Citation No. Source Page No.

1 Goldman Sachs 7

2 Ministry of Human Resource Development 7

3 Census of India 9

4 Census of India 9

5 Registrar General of India 9

6 Mckinsey Publications 10

7 Mckinsey Publications 10

8 International Data Corporation 11

9 National Association of Software and Services Companies 11

10 Goldman Sachs 11

11 Mckinsey 11

12 University Grants Commision 11



15 CLSA Education report 14








23 University Grants Commission 16








31 Technopak 19

32 Times of India 20

33 University Grants Commission and Synovate Analysis 20




37 Institute for International Education 42

38 Educational Testing Services 43

39 Payscale 43

40 IDP Education 43


Citation No. Source Page No.

41 Institute of International Education 43

42 Institute for International Education 44

43 IDP Education 44

44 IDP Education 45




48 Association of Indian Universities 46



51 Australian Education International 50

52 Australian Education International 77

53, 54 Ministry of Human Resource Development, Government of Andra Pradesh 78

55, 56 Ministry of Human Resource Development, Government of Gujarat 79

57, 58 Ministry of Human Resource Development, Government of Tamil Nadu 80

59, 60 Ministry of Human Resource Development, Government of Maharashtra 81

61, 62 Ministry of Human Resource Development, Government of NCT Delhi 82

63, 64 Ministry of Human Resource Development, Government of Orissa 83

65, 66 Ministry of Human Resource Development, Government of Karnataka 84

67, 68 Ministry of Human Resource Development, Media for Rights 85

69, 70 Ministry of Human Resource Development, Government of Uttar Pradesh 86

71, 72 Ministry of Human Resource Development, Government of West Bengal 87

scoping indian higher education for partnerships with australia

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