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Showing posts with label Universities. Show all posts
Showing posts with label Universities. Show all posts

Sunday, August 14, 2011

Undergraduate Studies in US

Undergraduate Studies in US


In a new trend, more Indian students are going to the US to pursue their undergraduate studies.
 

   In the last couple of years, the Indian higher education sector has been going in for a makeover, trying to work towards an international model. From introducing the grading and semester system to adopting an interdisciplinary approach, Indian colleges and universities are also re-examining their curricula to suit the changing needs of a 21 st Century generation. 



   However, despite radical steps and bold decisions, more Indian students are leaving for the US to pursue their undergraduate studies. While the US has always been the first choice for Indian students, it was usually at the Master's or research level. Till yesterday, going to America for one's undergraduate studies was rare. While colleges were tight-fisted about funding, it was a given that you complete your Bachelor's in India and then move on to the US for a niche specialisation. 



   Things have changed. This year, Venkata Shiva Mandala, who is going to the Oberlin College in Ohio for a Bachelor's in biology and computer science, has received a scholarship from the university to the tune of Rs 16 lakh per-year, equivalent to 75% waiver of the fee. 


   Also, students today are more mature and focused. In fact, Mrinalini Sinha, all set to go to New York University (NYU), had decided to go abroad for her college while she was in school. So she did her 'A' levels instead of taking the Indian exams. It is a four-year Bachelor's programme, and Mrinalini is majoring in economics. The course gives her the opportunity to spend two years in London and two years in New York. 



   An early awareness comes from the fact that several schools in metros are going for student exchange programmes and overseas tie-ups. "Hence, students get a taste of overseas academics and start planning way ahead. Also, education loans have made things easier for parents, who want to give the best education to their children," says Vibha Shah, a parent.

> FLEXIBLE APPROACH

According to Open Doors: Report on International Educational Exchange, published annually by IIE (Institute of International Education), in 2009/10, 104,897 students from India were studying in the US, with 14.5% of them going for undergraduate studies. 



   While the numbers can be attributed to a rise in income and high aspirations, there is more to it. As overseas counsellors point out, it is also a question of flexibility and unconventional course combinations. 



   For instance, Medha Dutt, who scored 93% in class XII, is going to Parsons The New School for Design in New York to study design. With a range of interests such as design, music, drama and writing, she wants to build on them. "At Parsons, I can choose my own courses," she says. 



   Another student, Alessandro Saini, is all set to pursue a Bachelor's in music with a major in music performance and a minor in audio production at the Musicians Institute College of Contemporary Music in Hollywood, California. "The course suits me not just because I am interested in music but because California is known as an entertainment hub. It will provide me with an interesting combination — I can make my own music as well as work in a studio," he says. As to the new trend, Renuka Raja Rao, country co-ordinator, Education USA Advising Services with USIEF, (United States-India Educational Foundation), says, "Indian undergraduate programmes are fraught with a few pitfalls — dependence on a single exam, stiff competition, and stereotype courses, which in comparison, is radically different in the US. Not every 17/18 year-old can decide what he/she wants to study for the rest of his/her life. The US system recognises this and students have to 'declare a major' only in the second year." 



   Finally, as Mallika Seth, ready to join the Georgia Institute of Technology to pursue a Bachelor's in aerospace engineering, says, "Above all, a holistic and stimulating learning environment is likely to be more challenging." 


Wednesday, August 3, 2011

Career ALERT - Anna University Syllabus BE,MCA,ME and Education Loan Details !!!


Anna University SyllabusAll Branches

Name of the CourseSemesterGet Syllabus
B.E. AERONAUTICAL ENGINEERING
III-IV
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B.E. AGRICULTURE AND IRRIGATION ENGINEERING
III-IV
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B.TECH APPAREL TECHNOLOGY
III-IV
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B.E. AUTOMOBILE ENGINEERING
III-IV
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B.TECH. CERAMIC TECHNOLOGY
III-IV
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B.TECH. CHEMICAL ENGINEERING
III-IV
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B.E CIVIL ENGINEERING
III-IV
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B.E. COMPUTER SCIENCE AND ENGINEERING
III-IV
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B.E.ELECTRONICS AND COMMUNICATION ENGINEERING
III-IV
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B.E. ELECTRICAL AND ELECTRONICS ENGINEERING
III-IV
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B.E. ELECTRICAL AND INSTRUMENTATION ENGINEERING
III-IV
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B.TECH. FOOD TECHNOLOGY
III-IV
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B.E GEOINFORMATICS ENGINEERING
III-IV
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B.TECH INDUSTRIAL BIOTECHNOLOGY
III-IV
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B.E. INDUSTRIAL ENGINEERING
III-IV
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B.TECH. INFORMATION TECHNOLOGY
III-IV
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B.TECH. LEATHER TECHNOLOGY
III-IV
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B.E.MANUFACTURING ENGINEERING
III-IV
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B.E MATERIALS SCIENCE AND ENGINEERING
III-IV
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B.E. MECHANICAL ENGINEERING
III-IV
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B.E. MINING ENGINEERING
III-IV
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B.TECH. PHARMACEUTICAL TECHNOLOGY
III-IV
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B.E. PRINTING TECHNOLOGY
III-IV
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B.E. PRODUCTION ENGINEERING
III-IV
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B.TECH. PETROLEUM REFINING AND PETRO-CHEMICALS
III-IV
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B.TECH. RUBBER AND PLASTICS TECHNOLOGY
III-IV
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B.TECH TEXTILE TECHNOLOGY
III-IV
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B.E. BIOMEDICAL ENGINEERING
III-IV
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ALL BANKS EDUCATION LOAN PROCEDURE(S) ARE GIVEN BELOW


Name of the BankMore Information
Allahabad Bank
Get Education loan Procedure
Andhra Bank
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Bank of Baroda
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Bank of India
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Bank of Maharashtra
Get Education loan Procedure
Canara Bank
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Central Bank of India
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Corporation Bank
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Dena Bank
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Indian Bank
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Indian Overseas Bank
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Oriental Bank of Commerce
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Punjab and Sind Bank
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Punjab National Bank
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State Bank of Bikaner & Jaipur
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State Bank of Hyderabad
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State Bank of Indore
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State Bank of India(SBI)
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State Bank of Mysore
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State Bank of Indore
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State Bank of Patiala
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State Bank of Travancore
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Syndicate Bank
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United Bank of India
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UCO Bank
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Union Bank of India
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Vijaya Bank
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Thursday, March 12, 2009

LEONARD N STERN SCHOOL OF BUSINESS

The city advantage

PURSUING AN MBA IN THE HEART OF AMERICA’S MOST COSMOPOLITAN CITY, NEW YORK, CAN HAVE MANY BENEFITS. DEAN OF THE LEONARD N STERN SCHOOL OF BUSINESS, NEW YORK UNIVERSITY TALKS ABOUT WHAT IT TAKES TO MAKE THE CUT

Stern is unique because it is located at the heart of a large, dynamic city. How does this location contribute to academics at your B-School?


Our urban campus acts as a great intellectual and professional stimulus. We use New York City as both a classroom and a laboratory for learning. Business leaders from banking, finance, entertainment and the media, are frequent guest speakers, enriching our rigorous academic programmes with their pragmatic insights. Many co-curricular activities also take advantage of our location. For example, MBA students are exposed to many of the unique cultural organisations in New York and have the opportunity to consult for them and for small businesses.


Do you see a lot of applications from Indian students? How can Indian students interact with your representatives?


For our undergraduate college and full-time MBA programme, India is one of the top countries from which we receive applications. To recruit for our full-time MBA programme, we visit several cities in India during the fall as part of our admissions process. We hold our own presentations in Mumbai, and this year, in Bangalore, as well. We return to the region in the winter to interview prospective students whom we have invited to interview (we interview everyone we admit).


What is the average student profile that you adhere to when reviewing applications for the MBA programme?


One of the greatest assets of our school is its community. For example, in our full-time MBA programme, our students bring with them a wide range of backgrounds and expertise, which enriches the experience of their peers.
There are some highlights, however. About 42% of our student body constitutes women, a little more than onethird of our students are international or dual citizens, and we have among the highest percentage of underrepresented minority students at 16%. About 40% of this class previously worked in either the financial services, consulting or marketing industries (data from the Fall 2007 entering class).
In our executive MBA programme, which targets senior executives, the average age is 38 and almost 50% of enrolled students already hold advanced degrees.
We don’t have a defined GMAT score requirement. Applicants can visit our website to see our admitted class profile. As far as work experience is concerned, most students in our full-time MBA programme have about five years of work experience under their belt. All our programmes are extremely selective and competitive. For entry to our full-time MBA programme this fall, we received more than 4700 applications for about 400 spots. It was a record year for our GMAT, which hit 707, as well as our selectivity (admissions rate), an indicator of competitiveness, which is 13%.


If the situation is so competitive, what can a student do right before applying to Stern to make sure that he/she is admitted to a programme?


For our full-time MBA programme, we evaluate each candidate holistically, based on academic potential, career history and goals, and personal and professional characteristics. Since our community at our institute is one of our strongest assets, we try to ensure a student’s ‘fit’ with our community. A student must illustrate through the application and interview process why this institute is the right fit for him and how he envisions himself contributing to our community.


Do you think management graduates are holding up well in the face of the current economic situation and changing job market in the US?


This is certainly a tougher job market, but our graduating MBA students are faring well. Currently, our placement rate is only slightly behind where we were last year. What we are seeing is that some recent alumni are experiencing lay-offs as a result of the credit crunch. In response to the end of the dotcom bubble in 2001, we created the Career Centre for Working Professionals for our working student population and alumni. So we’re in a strong position to provide support to our alumni.

Sunil Sharma

Moderator

Dil Se Desi Group

&

www.dilsedesi.org

Sunday, September 7, 2008

Opportunities in Ireland

TAKING THE TIGER BY THE TAIL

INDIAN STUDENTS ARE TAKING ADVANTAGE OF IRELAND’S ECONOMIC BOOM AND CHANGES IN WORK RULES.


From being considered `the beggar of Europe’ 20 years ago with an unemployment rate of 20%, today, Ireland is one of the most thriving economies in the world. In fact, its economic conversion even earned it the name, ‘Celtic Tiger’. The country is, now, a favoured destination for many international companies doing business in Europe, attracted by the low corporate taxes and an educated, English-speaking population.

The launch of the graduate work scheme in April 2007 has made it easier for Indian students to take advantage of the island’s economic boom. The new scheme allows non-EU graduates to remain in Ireland for a period of six months after the completion of one’s studies, to seek employment and apply for a green card/ work permit. The green card/ work permit scheme has only recently been established in Ireland for occupations where high-level skill shortages exist, such as the IT and healthcare sectors.

“I studied in India and, now, I am pursuing research in Ireland. When I return home, I will take this experience with me and have a good blend of the East and West that would help me with my future prospects. Students of power and energy are in high demand and companies like Siemens are always looking for good students from Dublin Institute of Technology (DIT),” informs Malabika Basu, from the School of Electrical Engineering Systems, DIT.

Further, students are confident of finding jobs in skill shortage areas that would fetch them 60,000 to 80,000 euros a year. This helps them to not only clear their student debts but also to gain international work experience, which has become an added advantage in the marketplace.

INDIAN TAKEOVER

Indian companies such as Reliance, Tata and Wockhardt have recently made an entry into the Irish economy. Talking about the work environment, Manish Gupta, managing director, Pinewood Healthcare, Ireland, said,“The workforce in Ireland is hardworking and since it is a newly emerging economy, they do not while away time resting on their past laurels.”

Wockhardt India has now acquired the company. Gupta further added, “When you acquire another company, the expectations are higher. We are the largest Indian investment in Ireland.” He feels that because of a global marketplace, most companies are keen to have an international workforce that can adapt to change and therefore, students today enjoy more opportunities. According to Vijay Harikumar, MBA student at University College Dublin (UCD) Michael Smurfit School of Business, social skills are as important as good academic scores. “Ireland is a small country, and the biggest challenge is to fit into the social network. I have started playing rugby and also visit pubs to make new friends,” he said.

The general impression of Indian students is that they are hard-working and do well academically. “Indian students are conscious of the sacrifices that their families have made to fund their studies overseas, hence they are very driven and make the most of the opportunities. However, they are not always well- rounded, and need to focus on networking, as that is very important in the job market,” opined Damien McLoughlin, Faculty Member, UCD Michael Smurfit School of Business. Last year, McLoughlin also taught at the Indian School of Business (ISB), Hyderabad for a semester.

“Employers (in the IT sector) look for certain core abilities in graduates applying for a job, the first being knowledge about their field. Not just the coursework, but how much interest they have in their area of specialisation,”informed Anirudh Tyagi, Consultant, We Do Technologies and an alumnus of Trinity College, Dublin.

Research Quotient

The country has also exhibited a strong push towards industry-academia collaboration. There are several joint research programmes funded by government agencies, such as the Science Foundation Ireland (SFI) and Enterprise Ireland, as well as corporates. “The government has invested over 150 million euros in innovation and research and is keen to double its PhD intake by 2010,” states Gearoid Mooney, Enterprise Ireland.

Further, in order to attract the best brains for research from across the world, many institutes have waived the non-EU fees. For Thejesh Bandi, a physics student from IISc (Indian Institute of Science), Bangalore, it was the strong links with the industry that propelled him to move to Ireland to pursue further research in quantum optics.

Many institutes have opened business incubation centres on campus to encourage budding researchers to become entrepreneurs. “The Rubicon Centre is home to the IT industry. We have around 38 companies working from the centre. It provides our students an opportunity to work on a concept and develop it into a product under the supervision of a company,” said Michael Loftus, head, School of Computing and Mathematics, Cork Institute of Technology (CIT).

In 1984, the University of Limerick, in partnership with Shannon Development and other local agencies established Ireland’s first science and technology park. Since its inception, the National Technology Park has become home to more than 80 organisations, employing over 3,000 skilled people.The park acts as a research and development centre, while also providing employment to graduates.

What Scores

Justine V McCarthy, department of biochemistry, University College Cork (UCC), said, “When we receive applications from international students for fully-paid summer internships, we look at their references, academic scores, institute’s reputation and research experience. We even have students from IIT-Guwahati on SFI-funded internships in our department.”

While on the workfront, Anirudh recounts his experience: “After graduating, I was called for an interview by an IT company and was tested on my general technical knowledge as well as asked to elaborate on subjects covered in my course, specifically in my final year project. The final year project in engineering at Trinity College, Dublin, is a subject in itself and responsible for about 20% of the final score. The same holds true for most engineering colleges in Ireland. I was later called for a second interview.This was non-technical in nature and was designed to evaluate my ability to handle myself within a team environment — how I would conduct myself in face-to-face dealings with customers.”

However, P S Raghavan, Indian ambassador to Ireland, cautions students, saying,“A job should not be the only criterion for a student to go overseas to study. Factors that should influence their decision are — fees, value for money and the returns. They should match their needs and skills to the skill shortage areas, to gain work experience. ”

To ensure that students do not get short-changed, Seamus Puirseil, chief executive, Higher Education and Training Awards Council (HETAC), Ireland, reiterated,“Students should beware of studying in institutes that are not accredited and not part of the HETAC framework.” For more information visit
http://www.hetac.ie./

Sunil Sharma

Moderator

Dil Se Desi Group

MBA in Spain

IESE intensifies its Indian student ties

Aassociate professor at Spain's IESE Business School, University of Navarra, talks about the school's MBA programme and a steady increase in applications from India


In 2005, the IESE Business School beat its peers to emerge at the top of the Economist Intelligence Unit's annual ranking of full-time MBA programmes. Since then the school has seen a steady stream of MBA-aspirants from India make a beeline to its hallowed gates.Today IESE gets six applicants per-seat and as far as Indian applicants are concerned, the ratio is 25:1.

Velamuri, who has taught at the IESE for four years and is currently at the China Europe International Business School (CEIBS), China on a leave of absence from the former, is not surprised at the increase in interest. If anything, he says, it should have come sooner as IESE has been consistently figuring among the top 10 B-schools worldwide. Besides, there is another reason as to why IESE has finally opened up to Indian students. "In the past, the school wasn't very confident of placing Indians as labour laws in continental Europe were, and continue to be, quite difficult," explains Velamuri.

Unlike in the US, where an MBA student can get an OPT (occupational professional training permit) that allows him to work for a year, in Europe the company that hires a student has to sponsor him or her for a work permit. This is a lengthy process. "We are constantly saying that this is a mistake and that we should actually encourage human capital to stay in the country," says Velamuri, adding: "But despite that, today, we feel more confident of placing Indian students." And for good reason too, as the global demand for Indian MBA students has gone up. "Now, we can easily place them in either investment banks in London or consulting firms elsewhere in the world, or even back home in India because the salary difference between India and Europe is no longer as big as it used to be," states Velamuri.

IESE is also working towards intensifying its engagements with India and other emerging markets. "We already have a partnership with the Indian School of Business, Hyderabad, for the 'Inside India Executive Education Programme'. Further, for the second class of our 'Global EMBA Programme' we are planning to launch a two-week module in India," informs Velamuri. The Global EMBA will now have five modules in Spain, one in New York and one in India.

Also on the anvil is an Emerging Markets Centre (EMC). "The centre will focus more on practice and not so much on emerging market research, as there are already a number of centres across the world, both in business schools and otherwise, that are generating some very good research on emerging markets both, at a micro and macro level," says Velamuri. The EMC will focus on developing courses on emerging markets that can be included in the MBA curriculum and on developing short-term executive programmes on emerging markets.

Sunil Sharma

Moderator

Dil Se Desi Group

Saturday, August 16, 2008

Skill-based higher education

Skill-based higher education 


HEAD OF INTERNATIONAL RECRUITMENT, LIVERPOOL JOHN MOORES UNIVERSITY (LJMU), SPEAKS ABOUT THE UNIVERSITY'S RADICAL NEW APPROACH TO HIGHER EDUCATION 

What is your role within the international office? 

I am responsible for recruitment, enrolment and all other administrative processes relating to international students until they arrive at LJMU. 

What does LJMU have to offer to international students?

Most potential students will have made up their minds about the course or subject area they want to study and they will already have done some research about the university. People in Liverpool, more than in most cities, are friendly and talkative, so international students are given a warm welcome to both the city and our university. Most are overwhelmed by the help that is available from tutors and support staff, which is not just confined to academics.

 What are the changes that you have introduced in your approach now? 

We carried out an extensive research to identify exactly what is required from a university and its graduates and we realised that a conventional academic degree alone is no longer sufficient to prepare students for successful careers and industry skills are equally important. Therefore, we overhauled all our undergraduate degrees, that's over 420 programmes, to make graduate skills development and work related learning explicit in every single course.

Besides, all students will now have the opportunity to develop high-level 'World Of Work (WOW)' skills in addition to their academic development. These WOW skills will cover areas like leadership, professional and business ethics, finance, and entrepreneurship among others, determined by an advisory group. Therefore, by the time students graduate, they receive two certificates - a degree certificate and a WOW skills certificate, which is beneficial for students during their placements. 

What is your experience of working with international students? 

It is really nice to talk to someone overseas, advise them what a great university we have and then to welcome them. The recognition that they have made a good choice and the diverse backgrounds and experiences they bring with them make my job worthwhile. I like to think that we make a student's experience as positive as it can be, a truly worthwhile investment in their future. 


Sunil Sharma
  Moderator
Dil Se Desi Group