Higher Education Minister R.V. Deshpande on Wednesday said that he would strive to get one world-class university and Indian Institute of Technology at Raichur and Dharwad with help from the Union government but remained noncommittal on what stand the Congress government would take on private universities sanctioned by the Bharatiya Janata Party government.

Speaking to presspersons, the Minister said that with regard to IIT, Raichur, a proposal had been sent to the Ministry of Human Resources Development, and 50 acres had been allotted to the IIT, Dharwad. On the private universities, he said that an individual could not decide anything on it as the interest of students and the State were involved. He said that the posts of vice-chancellors in some universities would be filled after sending a proposal to the Governor on the basis of the recommendations of the search committee.

He said that 19,667 posts of lecturers and non-teaching staff were vacant in degree, technical and non-technical courses in colleges. However, 10,500 posts had been filled temporarily and such staff would be made permanent.

Mr. Deshpande said that tourism had suffered due to severe shortage of infrastructure. A new tourism policy would be formulated.

Gu (ENG’13) says he breezed through high school, especially math, sprinting through the curriculum and into Harvard night school for advanced calculus. The easy ride ended at BU, however. If Chinese high schools are more rigorous than those in the United States, the reverse is true for universities, Gu says. Back home, “as soon as you step in the front door of a great university, it’s almost like your motivation ends, because in China, GPA is not a big deal. Whether I’m a C student or D student, as long as I have that diploma, I’m awesome. If I wanted to graduate from BU with Cs, I’d probably have had a very good time.”

The differences between Chinese and U.S. education matter in both countries, as students from the People’s Republic of China surge onto American campuses. That includes BU, where Chinese students are the largest foreign contingent (6 percent) in an increasingly international student body, totaling approximately 2,000 undergraduates and grad students.

A new book by Jin Li, Cultural Foundations of Learning: East and West, argues that the two systems fundamentally diverge: our Western education aims to convey knowledge to comprehend the world, while Chinese schools stress learning as a means to develop inner virtue. New York Times columnist David Brookscelebrates this supposed Chinese approach, crediting it with “awesome motivation explosions.”

But Li is middle-aged—she grew up during China’s 1966–1976 Cultural Revolution—and Chinese students here think her take is outdated. “Seriously? Cultivate virtues? I don’t think so,” says Yijing Lu (SMG’15).

Instead, the students interviewed by BU Today characterize the differences like this: Chinese high schoolers bust butt compared with their American counterparts in pursuit of the Holy Grail of university admission. “Failing the college entrance exam means the end of the world,” says Lu, whose high school forbade dating because it was a distraction from studying. Once at a university, however, many students in China goof off, either from burnout in high school or simply because they can. “Some of my friends who study in Chinese colleges tell me that they play the video game Dota day and night,” says Lu.

Ying “Phoebe” Zhang (CAS’15) loves BU, but says other Chinese students may be happier at a Chinese university

There’s also truth, according to our interviewees, to the claim that Chinese education stresses the memorization of facts, while BU, and by extension other US schools, demands self-education outside the classroom and practical applications of the class knowledge they impart.

“Schools in China equal boring and pure memorizing,” says Lu. “Schools in the United States are places of studying.”

Ying “Phoebe” Zhang (CAS’15) says the Chinese have a phrase, “learning machines,” for students who pursue top grades out of obedience to demanding parents, and they’re not universally celebrated. “For my parents, they don’t want me to be a learning machine,” she says. “You have to learn how to be a human, how to get along well with others.”

At the same time, says Haisu Yuan (CAS’14, COM’14), China is bathed in traditional Confucian respect for learning, and “nerds are welcomed.”

Students say adjusting to the American system was not a huge problem. For them, the main hurdles were the language barrier and occasional xenophobia. Zhang, who came to Massachusetts starting with 11th grade at a private school, remembers her roommate announcing up front “that she hates Chinese.” The roommate talked on the phone late into the night, unconcerned that she was disturbing Zhang’s sleep. Overcoming her initial hesitation about speaking up—a reserve many Chinese feel when they’re just learning English, Zhang says—“I had a really huge fight with her.” The roommate backed down, eventually becoming Zhang’s best friend.

Like Gu, Zhang found high school “super-easy.” She was one of a trio of Chinese women who got their own special class in advanced calculus. She also got some behind-the-back teasing for her smarts. “At first, it really bothered me. Later, I was like, ‘OK, just let them say what they want. This is my life. I have the control.’”

At BU, her biggest adjustment was learning to take outside-the-classroom initiative for learning, rather than being a passive receptacle of professorial lectures. “Professors are there to help you out when you have problems,” she says. “They can give you some hint. But you have to think outside of class.”

Gu and Yuan say American universities’ emphasis on student responsibility for learning is an advantage. “US schools are more about helping students to explore their individual power,” says Yuan, while in China, “study is only for exams, so all you have to do is just practice, instead of learning.”

GU was vice president of the BU Chinese Students and Scholars Association (BUCSSA), which tries to ease the adjustment for Chinese newcomers. Its efforts begin before students set foot on campus, he says. The BUCSSA uses social media to reach newcomers the summer before they arrive, offering to arrange airport pickups and transportation to dorms. Its Chinese-language orientation each fall offers guidance on things from cultural issues to keeping track of visas and other travel documents; last year, it invited a local banker to discuss (in English) how to open a bank account.

While columnist Brooks lauds Confucian learning-cum-virtue, Zhang says the question of which system is better depends most on a student’s personality. “I would say half of the Chinese students here are happy about their life,” she estimates, with the other half “desperate” to return home after graduation. “They feel kind of hopeless. They really want a sense of hope, they want to feel welcome, with people they can talk to.”

“If you have a high level of self-regulation, it’s definitely a good idea for you to come to America,” says Zhang. “You can enjoy your life, and meanwhile you are actually learning something that’s useful when you are in society later on. But if you just want to get rid of the whole pile of work in China and enjoy a vacation…forget about it. Your life will be much easier there.”

Bit additionally heralds a bigger shift in social media. Facebook arguably fictional trendy social networking, and continues to be the king. however more and {more} its approach is seen as passive and obsolete as individuals flock to sites like Tumblr wherever they’ll be more actively engaged in making personal, communicative content to share — and that may probably translate to advertising bucks.

“People love a stage or a soapbox from that they’ll broadcast,” S. Shyam Sundar, a director of the Media Effects science lab at Pennsylvania State University, explained. “The jinni is out of the bottle. everybody loves it and it’s terribly alluring for users to induce on-line and be a supply of content, instead of simply intense passively.”

This is behind the attractiveness of websites like Tumblr, wherever millions have created signature blogs; or Reddit, the news someone, that is encouraging users to form and transfer video content to share; or video sites like YouTube. Also, Vine, a Twitter app that permits individuals to simply create and post six-second videos has been wildly well-liked since its debut in Gregorian calendar month. One among Vine’s creators, Dom Hofmann, same its initial success was “rooted within the simplicity of the tool.”

Snap chat, the electronic communication application, that lets individuals add text or draw cartoons on prime of photos and videos, is process upward of a hundred and fifty million pictures on a daily basis. And Instagram, that Facebook no heritable last year, has attracted quite one hundred million users in its short lifetime — holding individuals add vintage effects and different filters to their photos.

The lot of services like vascular plant and Tumblr will “come up with ways that to let individuals management and generate content and project identity,” Mr. Sundar expected, the a lot of productive they’re going to be.

Still, these newer sites haven’t nevertheless tested they’re moneymakers, that makes Yahoo’s move an enormous bet. And the maximum amount as Tumblr’s sale are often seen as a hit story for the tiny company, it additionally hints at the darker struggles of a social mediaservice that’s made in users and zilch else.

Plus, Facebook continues to be a force to be reckoned with. The corporate includes a billion-plus users and generated $5 billion in revenue last year. However aside from the Instagram acquisition, Facebook has been slow to introduce tools to let members create and make attention-grabbing content on the far side uploading photos and videos.

The result’s that it’s evolved a lot of into a social directory, a form of telephone book of the net, wherever individuals pay time tending to their public image and endlessly tweaking security settings to stay their party footage personal. And signs have begun to emerge that users are getting bored and disabused with the location.

A recent report by Piper Jaffray that surveyed five, 200 yank teenagers on their on-line use found that whereas Facebook was still the foremost vital media destination for teenagers, its quality slipped by nine p.c from spring of 2012.

Gene Munster, one among the lead analysts on the survey, same that if something, the results showed that the style and interest of net users, significantly younger ones, was fickle and momentary.
“It’s not a matter of whether or not or not Facebook can keep relevant,” Mr. Munster same. “On the margin, they’re going to still be relevant. It’s regarding the potential for declining engagement and what that impact is over the longer-term for creating cash.”

People have numerous news feeds, sites, apps and in-boxes competitor for his or her time, same Kim Celestre, associate degree analyst with Forrester analysis, that the sites and services wherever ar|they’re} active participants are a lot of probably to carry their attention for extended, attracting advertising bucks. Tumblr says its members pay twenty four billion minutes on the location every month.

“Big selling campaigns want to bring individuals into their complete and immerse them,” she said.

Tumblr, though, has not created abundant cash. It created its priority the sale of premium merchandise, like designer “themes” or formats for blogs, and sponsored content over advertising, neither of that were enough to push it into a profits. A similar seems to be true for a couple of equally well-liked social networking services, like Path, Foursquare and Quora.

It is not clear however any of those sites can create cash — unless maybe they’re additionally purchased by an enormous company hoping to revitalize its image and suck up with a hipper audience of web users.

The new social sites have all types of other ways of content creation. On Tumblr, users will simply and quickly produce a diary or journal of pictures, GIFs, links and concepts. They’ll even amendment their user names on a daily basis to evade nosey oldsters and lecturers — one thing that’s not possible on Facebook and turning into tougher on Twitter and even Instagram.

Some older sites are connection the creation bandwagon. LinkedIn, the business social network, has begun to encourage its users to contribute journal posts. Gawker is rolling out a comment system, Kinja, that lets readers produce and moderate their own conversations and reactions to posts and articles.

BuzzFeed, the hip young news website, is additionally encouraging its readers to submit their own posts to the location, and create and transfer their own GIFs to the service.

People like Kyle Williams, a 32-year-old designer World Health Organization lives on the higher side, have found themselves drifting removed from Facebook in favor of inventive tools that encourage them to form things, instead of share equally of minute detail regarding their lives.

“Facebook is dying in my social media calendar,” he said “I hardly faucet into that any longer. It’s with great care expected and simply what my friends do. There’s one thing regarding the creativeness of strangers on these different platforms that appears a lot of attention-grabbing and inventive, even quite the individuals I do know in real world.”

Mr. Williams said he preferred Vine, Twitter’s new video tool, over all other social media services, even Instagram.

David Karp, the 26-year-old founding father of Tumblr, same in associate degree interview that he didn’t read his microblogging service as a social networking service. “It’s therefore not my domain,” he said. Instead, he same he views it as an inspired technology, like Adobe, that makes Photoshop, among different things, or like hollow or Apple. Every time the corporate has additional an inspired practicality, just like the ability to transfer GIFs or bird’s-eye photos, usage has exploded, he said.

“There is associate degree obsession with social at once,” he said. “But most of the media we tend to get pleasure from is progressively oil-fired by a military of freelance creators.”

The three hundred million people that visit the location every month return “not as a result of their friend’s are here,” Mr. Karp said. “It’s as a result of the content they need to consume and create is here.”

Due to this more and more management colleges and private institutions are opening nowadays. MBA programs are also providing distance learning courses, student sitting at distant places can acquire MBA degrees to earn a decent job.

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“The multiyear, the first one, I think,” said Boyd, a Clairton High School student who signed with the Panthers in February.

Larry Roberts/Post-Gazette
Tyler Boyd, left, watches as his mother Tonya Payne puts her signature on his letter of intent to play football for the University of Pittsburgh during a press conference at Clairton High School in February on the first day freshmen in the Class of 2013 were permitted to sign binding letters with colleges. Boyd was joined in signing with Pitt by Clairton teammates Terrish Webb and Titus Howard.

He thought about it for a moment longer. He then asked his coach, Tom Nola. Boyd reconsidered. In fact, he thought, his scholarship lasted for only one year with a renewal option.

Scholarship length has long been one of the greatest misconceptions in college athletics. The assumption is that when an athlete signs to play and study at a given institution the university makes an official commitment in return, guaranteeing at least four years of an education. In reality, the NCAA used to mandate that scholarships could last for only one year with the possibility of renewal. A coach could re-sign an athlete or cut him or her loose.

In the summer of 2011, the NCAA changed this rule. It passed legislation giving Division I universities the option to offer multiyear scholarships, guaranteeing an education as long as the athlete stays out of legal trouble, doesn’t violate school or NCAA rules, keeps playing the sport and maintains academic eligibility. The athlete is also free to leave, under the same transfer rules as always.

But nearly two years after that legislation, multiyear scholarships are rare, not publicized by universities and largely unknown by the athletes. According to data of 82 universities at the Division I-A level obtained by the Post-Gazette through open records requests, only 16 have offered more than 10 multiyear scholarships. Thirty-two of the universities have offered between one and 10, and thirty-four have not offered any.

Ryan Squire, the associate athletics director for compliance at Illinois, remembers that when the legislation was passed in 2011 many schools “were all calling around saying, ‘What are you going to do, what are you going to do?’ And they said, ‘We’re kind of going to hope other schools aren’t doing it.’”

The majority of athletes at Illinois receive four-year scholarships. Fresno State is the only university to switch one-year scholarships for all of its current athletes to multiyear scholarships and to offer four-year scholarships for all incoming athletes.

Pittsburgh and Penn State, which do not have to provide information under Pennsylvania’s Right to Know Law, did not offer data.

The great majority of athletic scholarships are still good for just one year, renewable on a coach’s decision, a procedure that flaunts the education-first narrative pitched by the NCAA and member schools, especially at a time when promising an education until graduation is possible. Long-time college athletics reformer Allen Sack has compared the practice of granting one-year renewable scholarships to employment contracts.

“If you didn’t perform you were going to get fired,” said Sack, the president of the Drake Group and the interim dean for the college of business at New Haven University. “When I heard a year ago they were going back I was absolutely blown away. Nobody else was. I still think it’s historic. … It depends on how far it goes.”

Sack has advocated for multiyear scholarships for more than a decade. He was pleasantly surprised that any schools had chosen the option of awarding multiyear scholarships but wanted a five-year scholarship to become the standard for all institutions. He says that if scholarships were guaranteed for all athletes until graduation it would help return an educational aspect to the NCAA, reining in at least one of the excesses and problems of college athletics.

For change to go far, schools will have to endorse the concept of guaranteeing education to college athletes, which is clearly not an easy proposition. The refrain from many college coaches is that multiyear scholarships aren’t necessary because they don’t actually “cut” athletes. But if coaches and athletic directors had the best interests for their athletes and wouldn’t cut them for performance or injury reasons, why wouldn’t they just give multiyear scholarships?

Such questions posed to more than 10 athletic departments were generally met with incomplete political answers, suspicion or, often, silence. Texas, Oregon and Texas A&M stood out as universities that had not given any multiyear scholarships. Representatives from the Texas and Texas A&M athletic departments did not respond to interview requests. Oregon associate athletic director Craig Pintens said Oregon left scholarship decisions to individual coaches, had never discussed a formal policy of granting them and had no plans to do so, not specifying why.

When the multiyear legislation was passed in 2011, it was spearheaded by the NCAA student-athlete well-being working group, which was chaired by Middle Tennessee State president Sidney McPhee. His university has yet to award a multiyear scholarship. He did not respond to multiple interview requests.

When Illinois implemented a policy of granting four-year scholarships and extending current athletes’ scholarships to last until their athletic eligibility expired, Squire says the football coach at the time, Ron Zook, did not approve of the multiyear promises.

“People are always afraid of change,” Squire said, “and coaches felt like they would lose the control.”

Though Indiana football coach Kevin Wilson said he would never not renew a scholarship if an athlete had underperformed or was injured, he said he didn’t want to give his athletes the “carte blanche” he believes would come with a four-year scholarship.

At Penn State, football coach Bill O’Brien said he does not give multiyear scholarships. Though he said he wouldn’t cut a player for athletic reasons, he said he likes the one-year renewable scholarships “because that’s another chance for me to bring them in and talk to them about where they are in the program.”

Last year, then-Tennessee football coach Derek Dooley went a step further. Dooley said he wanted the ability to take away a scholarship if someone didn’t perform on his team, comparing it to a university’s ability to take away an academic scholarship if a student didn’t perform academically.

“You have these contracts,” he said at a press conference. “It’s called quid pro quo. We give you this. You give us that. But if they don’t give us this and we decide not to give them this, then it’s the worst thing you can do. I’m still struggling to understand that issue.”

The NCAA started allowing formal athletic scholarships in 1957. At the time scholarships lasted for four years, much to the dismay of coaches and athletic directors.

For his book Counterfeit Amateurs, Sack studied the archives of former NCAA president Walter Byers. He came across multiple letters from athletic directors addressed to Byers who were irate at underperforming athletes or those who no longer wanted to play. The athletic departments wanted more power.

In 1973, the NCAA limited all athletic scholarships to one year, renewable at the coach’s discretion. A New York Times story from 1973 summarized the rule change this way: “That plan” — the one from 1957-1973 — “was to prevent coaches from eliminating the players who did not do well on the athletic team. Now a coach can take away such a scholarship if the boy does not shape up athletically.”

After nearly 40 years, the NCAA reversed that decision. Starting with the fall signing period of 2011, all Division I universities could offer multiyear scholarships. Scholarships of current athletes could be changed to multiyear scholarships as well. The plan nearly fell through.

A few months after the legislation passed, enough schools had submitted a petition to override the ruling. A vote was taken. These universities not only didn’t want to give multiyear scholarships, they wanted to ensure that no other universities could. If two more schools had voted for the override, the option to give multiyear scholarships would have been eliminated.

In February 2012, Alabama football coach Nick Saban expressed the unwillingness of coaches to accept the possibility of giving multiyear scholarships, saying at a press conference, “I think this is some people’s cynical approach to think that coaches don’t have the best interests of the young people that they coach in mind.”

The “cynical approach” has often been realistic. After John Calipari was hired as Kentucky basketball coach in 2009 six former Wildcats basketball players, including Matt Pilgrim and Kevin Galloway, told ESPN that Calipari had them off because they didn’t fit his system or desired talent level. Even the university president, Lee Todd Jr., was quoted as saying, “He was very clear and very honest that (some) may not fit this dribble-drive approach.”

Former Ohio University football player Jason Whitehead was temporarily paralyzed in a workout in 2001 and sustained a career-ending injury. An academic year later, his scholarship was not renewed, according to the New York Times.

Saban, too, has had controversy regarding players leaving his program. The website oversigning.com documented the practice of football teams signing more than 25 players in a given signing period. These signings put teams over the 85 scholarship limit for football, and every summer a questionable mass exodus of current players would follow. In 2010 and 2011, oversigning.com documented 21 football players who left the Alabama program.

“I’ve never had a coach I asked if you take away scholarship, say ‘yes,’” Sack says. “And then we see just short of an override and every one of those people says, ‘We’d never take a scholarship away.’ Isn’t there something a little disingenuous about that?”

Of the BCS conferences, the Big Ten had the best track record for offering multiyear scholarships, led by Illinois, Purdue, Ohio State, Iowa and Michigan State, which offers four-year deals to football players as part of coach Mark Dantonio’s policy. The Big 12, which was the only BCS conference to formally support the override vote, had offered the fewest, with Kansas State, Texas, Texas Tech, Iowa State, Oklahoma and Oklahoma State all having given two or fewer multiyear scholarships in two years.

For the record, the Alabama athletic department gave out 23 multiyear scholarships in 2012-13, declining to release which sports they were for because of state privacy laws. At Kentucky, in what will come as a surprise to most college sports fans, Calipari awarded a four-year scholarship to all four members of his 2012-13 freshman class.

Representatives from Illinois and Fresno State said extending four-year guaranteed scholarships had no major drawbacks, including financial problems for the university or the athlete. Even partial scholarship athletes, like those in non-revenue sports, can sign a four-year guarantee and still receive increases in aid later on. The aid just can’t be decreased or taken away without a legitimate reason.

“It’s almost always going to be the multiyear agreement is for the benefit of the student-athlete, and it just sends the right message about our commitment to them,” said Squire, the Illinois compliance director. “That’s kind of where we came out. That’s interesting to hear that we’re that far outside the norm.”

Ensuring education for college athletes is so far outside the norm that it almost seems like multiyear scholarships don’t exist.

“I’ve never had a parent bring it up to me and I’m around a lot of people,” says Montour High School football coach Lou Cerro. “I’m not sure why the NCAA and the coaches are keeping this a secret. It doesn’t make any sense.”

Why did the NCAA decide to allow multiyear scholarships in 2011?

In 2010, Joseph Agnew sued the NCAA. He had played college football for Rice until an injury ended his career. Rice didn’t renew his scholarship, though Agnew had yet to graduate. The lawsuit claimed that the NCAA’s limits on scholarships were anticompetitive because the one-year restrictions prevented him from getting a four-year scholarship that would have ensured the full cost of a college education.

Though Agnew’s lawsuit was thrown out, legal experts argued that the NCAA could still be vulnerable to similar litigation. Not only that, says former Michigan president James Duderstadt, four-year scholarships could conceivably protect the NCAA should lawsuits arise demanding wages or workers compensation for athletes. Both of those situations could be argued for with greater success under a one-year contract that is only renewed if expectations of services are met. The four-year scholarship resembles an academically-rooted guarantee rather than an employment contract.

“That was a tactic by the NCAA — by allowing this as an option they would not be subject to the litigation,” says Duderstadt. “What you’re pointing out is most institutions don’t realize this and this tactic is not working.”

Regardless of the NCAA’s motives, anecdotal evidence suggests that current college athletes, high school athletes and high school coaches don’t yet know that they could ask for multiyear scholarships. For this story, 30 people who could benefit from multiyear scholarships were interviewed, a group consisting of current Penn State football players and Pittsburgh area high school coaches and high school athletes of various sports. Only 12 of them knew multiyear scholarships could be offered. Six of the eight Penn State football players interviewed didn’t even know there were different types of scholarships.

“I’m not sure,” tight end Brent Wilkerson said. “I hope I’m on scholarship for four years.”

Penn State safety Malcolm Willis said he was on a renewable scholarship and preferred it this way, saying, “you have to earn your scholarship.”

Most high school coaches who learned of multiyear scholarships from this survey said they would counsel their recruited athletes about them in the future. That might be the best way to spread information, considering the numbers illustrate that colleges are hesitant to offer them.

It’s a solution Sack would endorse: demanding the multiyear scholarship. In a flawed system that grants nearly all the power to universities and the NCAA, athletes should seize upon one of their few advantages.

“Families and counselors and the people who work with young kids need to let them know that they have this right because many of them don’t know,” Sack says. “If USC says, ‘nope it’s one year’ — if I was mom and dad in that situation I would say, ‘you’re not going to USC.’ There has to be a national movement and a lot of public awareness.”

The Post-Gazette requested athletic scholarship data from all 120 universities which played Division I-A football for the 2012-13 academic year and for the upcoming 2013-14 academic year. Because of state public record laws, financial considerations or a university’s negligence, some data was not available and we were able to compile information from 82 schools. Of private schools, which aren’t obligated to respond, only Tulane and Tulsa provided data.

Schools with the most multiyear scholarships awarded in all sports since 2011 through this February’s football signing day in February:

Fresno State: 316*

Illinois: 293

Purdue: 122

Ohio State: 90

Iowa: 71

Arizona State: 52

North Carolina State: 52

Auburn: 48

Mississippi: 48

Michigan State: 45

*Fresno State developed a policy that gives all incoming athletes four-year scholarships, and it extended current athletes’ scholarships to cover their eligibility after the NCAA legislation was passed in 2011. It has 316 athletes who receive scholarship aid.

34: The number of Universities that had not awarded any multiyear scholarships according to data provided. These schools included Texas, Texas A&M, Kansas State, Washington State, Oregon and Clemson.

32: Universities that had given between one and 10 multiyear scholarships. These schools included Arizona, California, Indiana, Missouri, North Carolina and West Virginia.

1,365: Multiyear scholarships awarded since 2011 by the 82 schools for which data was available. At those same schools, a conservative estimate would place more than 20,000 athletes on one-year renewable scholarships. Most Division I-A universities have anywhere from 300 to 600 athletes on full or partial scholarship, depending on how many varsity sports they offer.

633: Multiyear scholarships that have been awarded by the Big Ten.

11: Multiyear scholarships that have been awarded by the Big 12.

Number of multiyear scholarships given for the 2012-13 year and additional number of multiyear scholarships so far given for the 2013-14 year by school.

Akron: 0, 0

Alabama: 23, N/A

Alabama-Birmingham: 0, 0

Appalachian State: 0, 1

Arizona: 0, 2

Arizona State: 27, 25

Auburn: 27, 21

Ball State: 0, 0

Boise State: 0, 2

California: 0, 9

Central Michigan: 0, 0

Charlotte: 0, 0

Cincinnati: 7, 0

Clemson: 0, 0

Colorado: 3, N/A

Colorado State: 0, 0

Eastern Michigan: 4, 2

Florida Atlantic: 0, 0

Florida State: 21, N/A

Fresno State: 316, 316

Georgia: 13, N/A

Georgia State: 0, 0

Georgia Tech: 0, 3

Hawaii: 0, N/A

Houston: 0, 0

Illinois: 192, 101

Indiana: 7, 2

Iowa: 62, 9

Iowa State: 2, 0

Kansas State: 0, 0

Kent State: 0, 0

Kentucky: 8, N/A

Louisiana Lafayette: 0, 0

Louisiana Tech: 0, 0

Louisiana Monroe: 0, 0

Louisville: 1, N/A

LSU: 6, 13

Maryland: 3, 0

Miami (Ohio): 0, 0

Michigan State: 27, 18

Middle Tennessee State: 0, 0

Minnesota: 3, N/A

Mississippi: 0, N/A

Mississippi State: 26, 22

Missouri: 1, N/A

Nevada-Reno: 0, 0

New Mexico: 0, 0

New Mexico State: 3, 1

North Carolina: 1, 8

North Carolina State: 40, 12

North Texas: 0, 0

Northern Illinois: 0, 0

Ohio: 0, 27

Ohio State: 48, 42

Oklahoma: 0, 1

Oklahoma State: 0, 1

Old Dominion: 6, 0

Oregon: 0, 0

Oregon State: 0, 4

Purdue: 84, 38

Rutgers: 2, 0

San Diego State: 1, 2

San Jose State: 6, 1

Southern Miss: 0, 0

Texas-Austin: 0, 0

Texas A&M: 0, 0

Texas State: 0, 0

Texas San Antonio: 0, 0

Texas Tech: 2, 0

Tulane: 0, 0

Tulsa: 0, 1

UCLA: 1, N/A

Utah: 18, 18

Utah State: 0, 0

Virginia: 5, 14

Virginia Tech: 1, N/A

Washington: 0, 3

Washington State: 0, 0

West Virginia: 0, 5

Western Kentucky: 0, 0

Western Michigan: 0, 0

Wyoming: 1, 0

SCImago Research Group, University of Granada, Spain, analyses the institutes based on the publications in Scopus database (for the last 5 years) and rank them as SCImago Institutions Rankings (SIR). SIR was started in the year 2009 and today they have 4 reports from 2009 to 2012. SIR World Report 2012 presents indicators that will help offer a wider vision of research activity at worldwide research institutions. The report shows six indicators for evaluating the institute’s scientific impact, thematic specialization, output size and international collaboration networks of the institutions.

Speaking on this achievement Dr G K Prabhu, registrar, Manipal University said, “We are extremely honored and happy to see Manipal University being ranked first in the area of research and development in the list of private institutes. Research has always been an area of paramount importance to Manipal University. We are delighted to see our institute in par with other well known institutes across the globe. This achievement reflects our continuing commitment towards research. We at Manipal University encourage research by faculty members and provide incentives for research output in the form of publications and patents. MU encourages teaching faculty to compete for research funding and rewards success in the form of academic allowances and research incentives.”

In 2010, Manipal University was ranked 55th in India [WR: 2115; RR: 528] in the SIR Global Ranking. In 2011, Manipal University was 36th in the nation, 425th in Asia and 1625th in the world. In the latest SIR 2012 Global ranking, there has been a marked improvement by Manipal University being ranked 19th in the country, 271st in Asia and 1118th globally.

Among the institutions of Manipal University the Kasturba Medical College Manipal, has a Scopus h-index of 43, which is very high comparable to many of the Indian universities as per the reports of DST. MCOPS has a Scopus h-index of 36 and MIT has 27.

Sanjeev Mansotra had been working in the family business of mining and iron ore trading since he was 17. It was in 2003 that he got the opportunity to buy out a young software company that was creating software for offshore clients.

It was this company, along with two others a little later, that would go on to become CORE Education & Technologies Ltd-a million-dollar end-to-end education services firm that now operates in 15 countries including the US, UK, India and has recently ventured into the Middle East and Africa.

It provides end-to-end solutions for the education sector which includes teacher training, technology solutions for assessment and examinations. It also provides consultancy on IT requirements for schools, colleges and for quality of education.

Kick-off
“We didn’t have a vision or anything at the time [we started]. We did not plan to enter into the education sector either,” he says. That was by chance, as one of the companies Mansotra bought later was based in the US making software for the education sector.

“In the US, we started by helping the government with compliance, which is to say that we had software that could track the utilization of funds allocated to state governments for education. We were measuring the end result in terms of enrollment, dropouts, etc,” he says, adding that this was basically a data management service built for the government.

In the UK, the company’s biggest business is teacher training. “There is a big demand in UK for temporary teachers. We provide training to teachers and provide temporary teachers to schools in case of absenteeism,” Mansotra explains.

Anshul Sonak, President of the company, adds that “teacher absenteeism is looked at very seriously abroad. Supplying alternate teachers is a big business in the UK and we have a tie-up with Oxford University for the same.”

In 2008, an acquisition of the K-12 Division of Princeton Review Inc., a company that is an offshoot of Princeton University, gave CORE its flagship product-of formative assessment for the K-12 segment in the US. Here, students from kindergarten to the 12th grade are assessed via online programs to see which subjects they are weak in and then provide intervention or specialized attention accordingly.

The platform is used by students and teachers but CORE sells the product to governments, both in India and the US, and not directly to schools or colleges.

The desi experience
The company entered the Indian market in 2007 with a software project for the Jharkhand government that tracked every child’s enrollment, nearest school, basic data etc. This data was collected on ground by an agency and then made available to the government in the form of a report that could be accessed via CORE’s software platform.

CORE also had its eyes on the government of India’s move to allocate a budget for Information and Communication Technology (ICT) education, which the firm already had experience in handling in the US and UK. “However, the component of services was lower in what the government was looking for in India and there was a higher demand for hardware, which is why we didn’t bid initially,” Mansotra says.

Mansotra’s belief was that the services component would be more in demand soon as providing computers wasn’t going to be enough. Creating a curriculum, managing the training among others was what interested Mansotra more. “But the government wanted to have something they could see, they wanted companies to set up computer labs,” he says. His gamble proved right. The government’s demand for services on ICT education went up and he was in business. CORE now has 12,000 schools in India where it provides ICT education services-providing content, or training teachers among others. The plan is to grow that business to 20,000 schools by the end of the year.

Mansotra was also keen on the government’s introduction of the Model Schools Scheme, wherein it would go the Public-Private-Partnership way for 2,500 public schools in the first phase of the project. Here, the private sector was to provide for infrastructure as well as manage the schools. CORE has bid for 50 schools under the Model Schools Scheme through the Ministry of Human Resource and Development. But this business is yet to take off for the company.

CORE has also moved into the vocational training space in India. “Vocational training had been looked at separately from the formal education space. But there now is a greater demand for integrating employability into the formal education curriculum,” Sonak says.

In the US, CORE has a tie up with the East Valley Institute of Technology for vocational training. The company is trying to replicate the vocational training model followed there to suit India. In India, vocational training programs are provided to rural youth through the Ministry of Labor and Employment.

The government gives out tenders to companies for the programs and CORE has been working on retail, hospitality, IT or ITES sector contracts here.

CORE is also looking at vocational training for students in schools, but Sonak says that is something which has not taken off in India in a big way. Outside of its range of education services, the company gets 23 percent of its revenues from IT services, wherein it makes software for accounting, enterprise resource planning etc. for schools and other educational institutions.

The books
One of the challenges for CORE now, Mansotra says, is raising capital. By acquiring a listed company in 2003, CORE came on to the BSE from its inception. The company raised capital through foreign currency convertible bonds in 2006, 2007 and 2010, for a total of $175 million. Mansotra claims that the company has an order book of Rs. 1,500 crore in India alone now. The company’s revenue for the year 2011-2012 stood at over Rs. 923 crore.

One of the advantages Mansotra says he has over competitors is that he has kept away from the capital intensive business of setting up schools. “We are a services company and that has helped us keep our investment in capital low,” he says.

The challenge for the company, Sonak identifies, is working with the Indian government.

“Coordinating with different departments of the government is a big challenge. Also, the emphasis on quality of education is not very high in India. In the US, parents demand higher quality every day. In India, the bottom-up push is not there,” he says.

Narayanan Ramaswamy, Head, Education at KPMG says: “The government is oblivious about what technology can do for education. They released a tablet, had some initiatives in ICT, but mostly these have been disjointed efforts. Unless the government has a clear vision and plan, working with the government for companies like CORE will be a challenge.”

Ramaswamy also says that the opportunity is huge in the space that CORE operates in.

In India, there is a need to create human resource of value which will benefit when better technology is brought into the education sector, he adds. For a company that has made 13 acquisitions so far, Mansotra says that a big strength has been team management.

Another strength Mansotra identifies is that having worked with schools in developed countries as well as in India, they have an advantage going into the Middle East and Africa.

“Associating with state governments in the US provides us a fillip, while the experience of working with challenging circumstances in India give us the ability to work in these economies as well,” he says.

The event, which was attended by industry leaders and officials of the Nigerian government, was declared open by the Indian high commissioner to the oil-rich African country, Mahesh Sachdev.

“In 2012, over 1200 Nigerians went to India to study and we expect this growth to accelerate further this year following this exhibition,” Sachdev said.

Noting that the increase was as a result of the first Indian education fair held in Abuja and Lagos in June 2012 which, Sachdev said bilateral cooperation in education has had a proud history and remains a priority.

One of the participating institutes, VAG Group of Educational Institutes, said it has trained many students from Nigeria in the recent past and still has students from the country and other African nations.

At present, Indian education providers such as NIIT, Aptech, Educom, Edusoft, Reliance Education Services are active in Nigeria.