Factors Influencing The Teaching Faculties In Pursuing Higher Education

Josephine Geetha

Commerce (Ph.D)

Roll No.:1340101

Abstract: The purpose of the study is to investigate the factors influencing the teaching faculties in pursuing higher education. The main factors considered for the study is the personal interest, financial constraints and inconvenience of the teaching faculties. Percentage analysis is used to analyse the influence of the factors. The data from ten teaching faculties revealed that pursuing higher education is out of their own interest and majority of the teaching faculties had no financial constraints or inconvenience as such to pursue their higher education. Hence the study reveals that the factors have positive influence on the teaching faculties in pursuing their higher education.   

Introduction

Higher education is the education provided by universities, colleges and other institutions that award academic degrees. Higher education includes both the undergraduate and the graduate levels. Higher education improves an individual’s quality of life, better access to health care, greater economic stability and security, more prestigious employment and greater job satisfaction. Since higher education plays a major role in the life of any individuals especially teaching faculties a need was felt to study whether factors like self interest, financial constraints and inconvenience had any impact on the teaching faculties in pursuing higher education.

Methodology:

A primary data was collected with the help of a scheduled interview and a Questionnaire was administered.

Data was collected from a sample size of ten teaching faculties.

Percentage analysis was implemented to analyse the data.

Findings and Interpretations:

The following table and chart prepared from the data collected reveals that the teaching faculties were interested in pursuing the higher education out of their own interest and majority of the teaching faculties had no financial constraints or inconvenience as such to pursue their higher education.

Table indicating the factors influencing the teaching                       faculties in pursuing higher education
Sl.No	Particulars	Teaching Faculties ( %)
		Yes	No
1	Personal Interest	100	0
2	Financial constraints	10	90
3	Inconvenience	20	80

Results : The first row in the table indicates 100% that is the
	personal interest of the teaching faculties
	The second row in the table indicates that 90%
	of the teaching faculties have no financial constraint
	The third row in the table indicates that 80%
	of the teaching faculties have no inconvenience

Chart showing the factors influencing the teaching faculties

                         in pursuing higher education

Conclusion:

From the findings the following conclusion are drawn from the study that the factors like personal interest, financial constraints and inconvenience have a positive influence on the teaching faculties in pursuing their higher education.

Due to time constraint the data collected is from a limited sample size, hence the study conducted is not an exhaustive study and thereby the conclusions drawn may not be generalized one.

field work

Good Noon sir,

I have attached field work report.

Thank you

History of Higher Education (Technical Education) in India and Karnataka

Name: Roopashree H. R.
Reg No: 1347102

I.HISTORY OF TECHNICAL EDUCATION IN INDIA

Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels:central, state, and local. Takshasila was the earliest recorded centre of higher learning in India from at least 5th century BCE and it is debatable whether it could be regarded a university or not. The Nalanda University was the oldest university-system of education in the world in the modern sense of university. Western education became ingrained into Indian society with the establishment of the British Raj.

Technical Graduates: The number of graduates coming out of technical colleges increased to over 700,000 in 2011 from 550,000 in FY 2010. However, according to one study, 75% of technical graduates and more
than 85% of general graduates are unemployable by India's most demanding and high-growth global industries, including information technology. Nevertheless, that still means that India offers the largest pool of technically skilled graduates in the world

The history of imparting formal technical education in India can be traced back to mid-19th century, although it got momentum in 20th century with the setup of Constitution of Technical Education Committee of the Central University Board of Education (CABE) in 1943; Preparation of Sergeant Report in 1944 and Formation of All India Council of technical Education (AICTE) in 1945. With the country gaining independence in 1947, the development of technical education had become a major concern for the government of India to face the new challenges and move the country forward.



In order to maintain the standard of technical education, a statutory authority- The All India Council for Technical Education (AICTE)- was set up in 1945. AICTE irresponsible for planning, formulation and
maintenance of norms and standards, quality assurance through accreditation, funding in priority areas, monitoring and evaluation, maintaining parity of certification and awards and ensuring coordinated and integrated development and management of technical education in the country[1].

The beginning of formal Technical Education in India can be dated back to the mid-19th Century. The major policy initiatives in the pre-independence period included the appointment of the Indian Universities Commission in 1902, the issue of the Indian Education policy resolution in 1904 and the Governor General's policy statement of 1913 stressing the importance of Technical Education. The establishment of the Indian Institute of Science in Bangalore, the Institute for Sugar, Textile and Leather Technology in Kanpur, the
National Council of Education in Bengal in 1905 and the Industrial Schools in several Information in this section has been taken from the website of AICTE, accessed in March 2007. 12 provinces marks the dawn
of the technical education in India in the early twentieth century

The All-India Council for Technical Education (AICTE) was set-up by the Government of India in November 1945 as a national level Apex Advisory Body to survey the national facilities for technical
education and to promote their development in a coordinated and integrated manner. To ensure this and

as stipulated by the National Policy of Education (1986), AICTE was vested with statutory authority for planning, formulation and maintenance of norms and standards, quality assurance through accreditation, funding in priority areas, monitoring and evaluation, maintaining parity of certification and awards and ensuring coordinated and integrated development and management of technical education in the country.

The AICTE Bill was introduced in both the Houses of Parliament and passed as the AICTE Act No. 52 of 1987. The Act came into force with effect from 28 March 1988. The statutory All India Council for
Technical Education was established on 12 May 1988 with a view to proper planning and coordinated development of technical education system throughout the country, the promotion of qualitative
improvement of such education in relation to planned quantitative growth and the regulation and proper maintenance of norms and standards in the technical education system and for matters connected
therewith[2].

The purview of AICTE (the Council) covers programs of technical education including training and research in Engineering, Technology, Architecture, Town Planning, Management, Pharmacy, Applied Arts and
Crafts, Hotel Management and Catering Technology etc. at different levels.

The set up of Indian Institutes of Technology, Indian Institutes of Management and Indian Institutes of Science was a major step in the development of technical education in the country. The quality of
education of these institutes has managed to change the outlook of India so much that this ancient country which was earlier known for yoga and meditation is now known for computer engineers. However, it
does not mean that the challenge of making technical education accessible to the rural populace and other under developed sections of the society has been overcome

II.HISTORY OF TECHNICAL EDUCATION IN KARNATAKA

Some of the technical skilled educational institutions are started before Independence (since 1943), by name "Occupational Institutes". Then later, these are renamed as "Polytechnics"(multiple technical skills/many technical skills). All these Polytechnics were working under "Public Instruction Department", since before independence to till 1959.Since number of Polytechnics and Technical degree colleges are increased, the new department called "Technical Education Department" came into existence in 1959.[3]

A) University Visvesvaraya College of Engineering (UVCE) was established in the year 1917, under the name Government Engineering College, by Bharat Ratna Sir M. Visvesvaraya, and was affiliated to
University of Mysore. It is the 5th Engineering College to be established in the country. This is one of the oldest technical institutions in the country, imparting technical education leading to B.E, M.E, B.Arch, M.Sc (Engineering) and Ph D degrees in the various disciplines of Engineering and Architecture. The college is approved by the AICTE and the Government of Karnataka. The departments are accredited with five A+ for three years by the National Board of Accreditation, New Delhi.[4]

B) Visvesvaraya Technological University (VTU) is a collegiate public state university in Karnataka State, India. It was established on 1 April 1998 by the Government of Karnatakaas per VTU Act 1994, to
improve the quality of technical education in the state. Apart from a few notable exceptions, VTU has complete authority in the state of Karnataka. It is a statutory requirement for colleges offering any
program in engineering or technology in the state to be affiliated with the university.[5]

The university is named after Sir Visvesvaraya from Karnataka, the only engineer to be awarded a Bharat Ratna award, the highest civilian award in India. JnanaSangama, Belgaum is the headquarters of VTU.
Additionally, the university has three regional centers located in Bangalore, Gulbarga andMysore.

VTU is one of the largest universities in India with 208 colleges affiliated to it with an intake capacity of over 67100 undergraduate students and 12666postgraduate students. The university encompasses various technical & management fields which offers a total of 30 undergraduate [11] and 71 postgraduate courses.

III.CHALLENGES AND THE WAY FORWARD IN HIGHER TECHNICAL EDUCATION IN INDIA

Ø Need for a policy framework: Emphasizing the present status of technical education in India, Prof P Rama Rao, ARCI, and Hyderabadsuggested the need for a policy framework for improving the quality of
technical education in the country[2].

Ø Need for strengthening: In terms of the data, 97% of 10, 60,000 annual intakes of students are being accounted by the private institutions. The annual intake of students in all Indian Institute of Technology is 7,500, National Institute of Technology 35,000 and the rest i.e. 10, 17,500 is accounted by the private institutions. This, viewed along with the lowering of quality of engineering education, highlights the dysfunctional accreditation process and the need for strengthening the process to improve the quality of technical education.

Comparing the number of engineers graduating in a year, at different levels for India and the USA, Dr Rao indicated that only 5% of the Bachelor degree holders from India go for the Masters degree whereas the corresponding figure for USA is about 50%. The total Ph.D. degree holders in engineering discipline in India for the year 2009-10 is only 1500 whereas for USA it is 7500.

Looking at sector-wise data, in the field of aeronautical engineering the total number of students per year in B.Tech is 285, M.Tech 175 and PhD only 30. The scenario is not very different and encouraging for
the computer science and geology disciplines. India is also witnessing an acute shortage of faculty in engineering discipline which is about 50,000.



Ø Regional imbalance: There is also a regional imbalance in engineering education establishments. More than 505 of the engineering colleges are located in Andhra Pradesh, Karnataka, Maharashtra and Tamil Nadu which does not auger well for the balanced socio-economic development of the country.

Ø Absence of international flavor: Dr Rao also identified problems like absence of international flavor in both student and faculty, low research activity across the disciplines and asymmetry in technology assessment which are areas of concern and need policy guidelines.

Ø Level of excellence resources: India has success stories in technical education and human resource generation which can guide in policy formulation. Dr Y Nayudamma's model of balanced development of
the Indian leather sector through an academia-industry partnership and Institute of Chemical Technology established in the year 1933 are among the few examples that can be emulated. The level of excellence,
resources and level of autonomy should be synchronized in a policy for achieving quality technical education in India in the next five years.

Ø Complex relationship: Public-Private partnership is a complex relationship which needs well thought out policy guidelines along with proper checks and balances. Drawing upon the US experience in generating wealth for the nation by investing in academic Research and Development, Dr Rao stressed the need for increasing the R & D funding in India for building and sustaining a modern and vibrant nation.

Refrences:
1. http://en.wikipedia.org/wiki/Education_in_India
2. TECHNICAL EDUCATION SYSTEM IN INDIA: PRESENT SCENARIO:IJRESS
Volume 2, Issue 10 (October 2012) ISSN: 2249-7382 by Prof.Shivani
and ShashiKaurana
3. www.dte.kar.nic.im
4. http://en.wikipedia.org/wiki/University_Visvesvaraya_College_of_Engineering
5. http://en.wikipedia.org/wiki/Visvesvaraya_Technological_University

Development of Mathematics in India

Sameena Tarannum, Reg. no. 1345302, Research Scholar, Christ University

A Philosopher and Mathematician René Descartes (1596-1650) said "Mathematics is a more powerful instrument of knowledge than any other that has been bequeathed to us by human agency."

Mathematics is generally presented 'ready-made' to students with procedures, methods and applications in systematic and logical order. However, like any other academic subject, Mathematics also has a history which is rich in astonishing inventions and breakthroughs. This history gives a narrative and human context which adds colour and context to the discipline.  

Starting from the representation of numbers, through the methods of arriving at the solutions of unknown equations, to the expansion of classy techniques in managing the infinite and the infinitesimals, there has been an extensive variation in the choice of approaching, visualizing and understanding the problems and solutions amongst the Mathematicians.

 Mathematics in India has a very extended and consecrated history. Sulbasutras, the oldest existing texts (prior to 800 BCE) clearly state and make use of the so-called Pythagorean theorem. By the time of Aryabhata (c. 499 CE), the Indian Mathematicians were fully acquainted with most of the Mathematics that we currently teach at the elementary level in school. Starting with Aryabhata in the 5th century and extending up to Narayana Pandita of the 14th century, the Indian Mathematicians have blazed a trial in the study of several branches of Mathematics that include obtaining recurrence relation for the construction of sine table, finding solutions to unknown equations.

In the valley of the Indus river of India, the world's oldest civilization had developed its own system of Mathematics. The Vedic ShulbaSutras show that the earliest geometrical and Mathematical inquiries amongst the Indians arose from certain requirements of their religious rituals. Although Vedic mathematicians are known primarily for their computational genius in Arithmetic and Algebra, the basis and inspiration for the whole of Indian Mathematics is geometry. The beginnings of algebra can be traced to the constructional geometry of the Vedic priests, which are preserved in the ShulbaSutras.

The aim of this essay is to present a critical overview of Mathematics education in higher education level in India which typically refers to Mathematics taught at the undergraduate and post-graduate levels and would also cover research Mathematics. By focusing primarily on undergraduate Mathematics education and by generalizing from different experiences I hope to throw some light on curriculum and pedagogy in Mathematics. Only a tiny fraction of the Indian population (1.2 billion strong) enters higher education and is expanding rapidly over a last decade. India is therefore faced with the triangle of quality, quantity and equality.

India has the third largest higher education system in the world (after China and the USA) suggests that there is a great deal of Mathematics around as well. India is also home to some institutions where world class research in Mathematics is carried out. A sturdy group of Indian Mathematicians have been contributing to the growth of many areas of Mathematics. The legendary genius Srinivasa Ramanujan has inspired and stimulated generations of young Indians towards taking up Mathematics as a calling.

In twentieth century, Mathematical Sciences is growing exponentially. In India, the growth of Mathematical Sciences has not been less spectacular. In the first three decades of this century, only one university, namely, Calcutta University was producing PhD theses and today about a hundred of universities are producing PhDs in Mathematics. In fact, during the first twenty five years of its existence, IIT Kanpur has produced about three times the number of these produced by the entire country in the first five decades of this century.

As mentioned, the first set of theses came from Calcultta University and then followed by Madras University and this had to do great deal with the founding in the Indian Mathematical Society in 1907 which had its headquarters in Madras. However, solemn research started in the year 1927. In this period, we had Ramanujan from Madras University who contributed a lot to the world as a well-known Mathematician.  

The credit for starting research in North India goes to Ganesh Prasad who brought some inspiration for it from Calcutta University where he had served as Professor of Applied Mathematics during 1914-1917. He then continued his teaching in Benaras Hindu University from 1917 to 1923 and gave new crescendos to research and founded Benaras Mathematical Society which was renamed to Bharat Ganit Parishad.  Bombay University was started at the same time as Calcutta and Madras universities but it produced its first PhD thesis in Mathematics in the year 1942.  

The Indian Statistical Institute also contributed to the development of Operations Research in India by Prof. Mahalanobis. Two other centres Defence Science Organisation and Delhi University laid research in the same field and this led to the founding of the Operations Research Society of India. Research in Applied Mathematics developed greatly due to the starting of five Indian Institutes of Technology, the strengthening of Mathematics departments in regional colleges of engineering and the setting up of the Department of Applied Mathematics in Indian Institute of Science at Bangalore.

The most prestigious school of Mathematics is at the Tata Institute of Fundamental Research (TIFR), Bombay. During more than four decades of its existence, this school has done tremendous work of international standards in many areas of pure Mathematics.

All these universities have contributed immensely and these have laid a foundation to the development of Mathematics in all the universities in India.

Emergence Of Computer Science As A Discipline

  by Sreeja C .S.; Reg no 1345003, PhD Scholar,Christ university

The history of computer science began long before the modern discipline of computer science that emerged in the 20th century, and hinted at in the centuries prior. The progression, from mechanical inventions and mathematical theories towards the modern concepts and machines, formed a major academic field and the basis of a massive worldwide industry. The 1960s was a time of tremendous technological advancement. In the 1960's, computer science came into its own as a discipline. In fact, the term was coined by George Forsythe, a numerical analyst. The first computer science department was formed at Purdue University in 1962. The first person to receive a Ph. D. from a computer science department was Richard Wexelblat, at the University of Pennsylvania, in December 1965. During this decade, Stanford University also established departments of computer science, ASCII became the standard for 7-bit code information exchange, the Basic programming language was developed, Doug Engelbart invented the mouse, and the US Department of Defence commissioned the Arpanet, the precursor to today's Internet.

Computer Science Education In India

The initial period 1955 to 1970 was a period of exploration with no specific government policies guiding this technology. However, there were a number of initiatives taken in education such as the establishment of the Indian Institutes of Technology and also starting the design and production of computers. The Bhabha Committee appointed by the Government of India in 1963 realized the importance  of  electronics  and  computers  in  national  development  and suggested  establishment  of  the  Department  of  Electronics  (DoE)  in  the Government  of  India  (GoI)  to  promote  rapid growth of electronics and computers. The history of the development of computers in India is inextricably linked to the political history of India.  The Directorate General of Technical Development of the Governmentof India drafted plans to support manufacture of all varieties of items.Planning also has some very good features. The first plan realized the importance of higher technical education and five Indian Institutes of Technology (IITs) were planned. Government also gave scholarships to a number ofmeritorious studentsto study abroad or get practical training in industries. Later the government also set up Regional Engineering Colleges(REC)one in eachstate of Indiato provide good quality technical education. (RECs have now been renamed National Institutes of Technology,( NITs.)

Indian Institute of Technology Kanpur was the first Institute in India to start Computer Science education. The initial "computer-related" courses were started at IIT Kanpur in August 1963 on an IBM 1620 system installed in the nation's first "computer classroom," a novelty then even in many North American and European universities. Gradually, the Institute drew upon some of the brightest young Indians in Computer Science to serve on its faculty and initiated an independent academic program in 1971, leading to Ph.D. and M. Tech. degrees. The undergraduate program started later, with the first batch graduating in 1983. The department was formally established in 1984. Many of the nation's leading experts, educationists and consultants in computer science today are the alumni of this department. Currently, the department has a faculty of 22 whose interests span almost all areas of Computer Science. The department admits about 30 students every year in the B.Tech. program and 50 students in the M.Tech.  program. 15 students are admitted to the dual-degree program, which results in students getting both a B.Tech.  and an M.Tech. degree at the end of 5 years. There are about 15 students registered in Ph.D. program at a time. There are two software engineers and two other staff attached to the laboratory facilities. Besides, there are a number of research engineers working in various sponsored projects.

How Computer as a discipline evolved in IITK

One of the computer installed early in India was an IBM1620 in August installed early in India was an IBM 1620 in August 1963 at the Indian Institute of Technoloy,Kanpur (IITK). It was the first computer with a FORTRANcompiler to be installed in an educational institution in India.The IBM 1620 was imported with financial assistance of theUSAgency for International Development (USAID) which channeled the funding through the Kanpur IndoAmerican Program (KIAP).  KIAP was a consortium of nine major US Universities which assisted establishment of the IIT at Kanpur by sending visiting faculty members and by assisting in the purchase of equipment.One of the major decisions taken by KIAP was to install a computer at IITK.  In 1963, the .IBM 1620 was a popular computer used by a number of universities in the USA.It was a small digit oriented computer with a 60K digit main memory, three tape drives and a punched card reader/writer. The punched outputs as well as  programs punched on cards were printed with an IBM 407 accounting machine. Besides this there were 20 key punch machines.

The IBM 1620 was installed and maintained by IBM engineers.KIAP sent Harry D.Huskey of the University of California, Berkeley, and Forman S.Acton and Irving Rabinowitz from the Princeton University to educate the faculty and students of IITK on using the computer. As soon as the IBM 1620 started working a ten day intensive course on programming for the faculty of IITK was designed by this group. Huskey took a proactive step and instead of 18 restricting the course to IITK faculty, he invited scientists, engineers,andthefaculty members of other institutions in India to attend the course.  Each course had around 60 participants who were given hands on experience in FORTRAN programming and numerical methods.These courses which started in 1963 were conducted thrice a year.  The course was so popular that it was continued till 1975 by the IITK faculty after the American Professors left in 1965.  Over 1500 scientists working in a number of Universities and research laboratories were trained.  IITK  also  pioneered  by  introducing  in  1964  a  compulsory  course  in in programming and numerical methods to all engineering students.

The course was so popular that it was continued till 1975 by the IITK faculty after the American Professors left in 1965.  Over 1500 scientists working in a number of Universities and research laboratories were trained.  IITK also pioneered by introducing in 1964 a compulsory course in programming and numerical methods to all engineering students. This is the history of how computer science became a discipline in IIT Kanpur. It was a beginning of a new discipline which attracted so many students across India. After that so many universities started computer science as a department which includes  Motilal Nehru National Institute of Technology and Delhi University.

Motilal Nehru National Institute of Technology Allahabad (MNNIT or NIT Allahabad), formerly Motilal Nehru Regional Engineering College (MNREC), is a public higher education institute located in Allahabad, Uttar Pradesh, India. It is one of the National Institutes of Technology, and like the rest of them, classified as an Institute of National Importance. In the survey carried out by ET Now-Economic Times jointly, MNNIT Allahabad was declared as the best engineering institution of North India and ranked No.1 in overall ranking. The college has distinction of being first in the country to start an undergraduate programme in Computer Science & Engineering in 1976-77.

Department of Computer Science was established in University of Delhi, in the year 1981, with the objective of imparting quality education in the field of Computer Science. With rapidly evolving technology and the continuous need for innovation the department has always produced quality professionals, holding important positions in Information Technology industry in India and abroad. The Department started the three year Master of Computer Applications (MCA) programme in the year 1982, which was among the first such program in India.

It is concluded that the initiatives taken by the government in the late 70s to promote  education  in  IT, setting  up  of  R  and D  centers  and funding  a  large number  of  research  projects with  the  assistance  of  the  United  Nations. Development Programme (UNDP) provided the human resources which enabled the IT industry to grow .Now so many colleges have computer science as department like other natural sciences. Most of the universities are working on major research projects on computer sciences as well.

References

1.       https://www.computer.org/portal/web/about/History-1960s

2.       http://en.wikipedia.org/wiki/History_of_computer_science

3.       http://www.cse.iitk.ac.in/

4.       http://www.iitk.ac.in/infocell/flier/cse1.pdf

5.       http://en.wikipedia.org/wiki/Motilal_Nehru_National_Institute_of_Technology_Allahabad

6.       http://www.iitk.ac.in/inf HISTORY OF COMPUTING IN INDIA

7.       Ross Bassett, "Aligning India in the Cold war Era: Indian Technical Elites, the Indian 

Institute of Technology at Kanpur and Computing in India and the United States", 

Technology and Culture, Vol.50, Oct. 2009, pp.783‐810 .

8.       E.C.Subba Rao, "An Eye for Excellence: Fifty Innovative years of IIT, Kanpur", Harper‐

Collins, India, New Delhi, 2008 

History of Computer Education in India : Siji T. Mathew

Ph.D  Research scholar, Dept. of Computer Science, Christ University, Bangalore

  India was one of the first countries of the world to utilize the capability of computers in Education, R & D, Planning and National Development. Indian Institute of Technology Kanpur was the first Institute in India to start Computer Science education in India .The program was inaugurated in the month of August 1963 .The nation's first "computer classroom" was installed with IBM 1620 system. 

Computer science  as a subject  in School Education

The computer education in primary school was a stepping-stone for higher education. In the year 1987 , Don Bosco School  started computer  education and  was the first school in north-east India to have computer education .This is a Catholic school located in Guwahati, Assam, India.

University of Delhi- first MCA course

Department of Computer Science was established in University of Delhi, in the year 1981, with the objective of imparting quality education in the field of Computer Science. The Department started the three year Master of Computer Applications (MCA) programme in the year 1982, which was among the first such programmes in India. The department offers:

• M.Sc. Computer Science

• B.Tech. Computer Science and B.Sc. (H) Computer Science

• To demonstrate that an open learning approach to computer education is not only feasible but probably preferable.

• To increase both accessibility and acceptability of IGNOU Computer Education Programmes

• To disseminate learning and knowledge through an innovative multiple media teaching/ learning system.

The Pune University, Computer Science Department (PUCSD)

 University of Pune  aims at providing quality education in Computer Science. The Department is one of the earliest CS Departments started in Indian Universities. In 1980, when computer science was little known and the word IT didn't exist, a one-year programme was started towards the B.Sc. (Applied) degree in Computer Science. The M.C.A. programme was launched in 1983, the M.Tech. degree programme in 1985, and the one year B.Sc. (Applied) programme was upgraded to a two year M.Sc. in Computer Science in 1986.

IIT Kharagpur

In early 1970’s IIT Kharagpur introduced P.G course in computer science Engineering in the Electrical and ECE department . Btech  course started in the year 1979. In the year 82-83 all IITs started the dept of Computer Science and engineering. Pg computer and IT were started in 1986 to train students in it &technology. The first Phd was in 1980’s .

IIT Kanpur

It was the first department in India to offer Computer Science as a separate discipline.

The following significant features of the B.Tech program designed in 1963-1964 were unique in India at that time:

ü       A strong base in basic and engineering sciences and mathematics

ü      A large humanities and social sciences content

ü       Semester system of education

ü       Continuous evaluation of students by their instructor

ü       Evaluation in terms of grades rather than marks

ü       Course-wise promotion

ü       Early introduction of computer education

IIT Madras

IIT madras is the first institute in India to offer sophisticated computing in the early 70’s with IBM system 370. In the year 1973 summer, first batch of MTech, Ms by research and  Phd coursers were stared. The B.Tech degree programme stared  in the year 1983.

IIT Delhi

The department of Electrical Engineering, Indian Institute of Technology Delhi started Computer Technology as a course in 1976, which was even before the establishment of Computer Science & Engineering department. Courses offered were PhD, M.S. (Research) and M.Tech. The later established department of Computer Science and Engineering is now renowned for cutting edge research and for imparting state of the art education to the students of B.Tech, M.Tech, M.S.(Research) and PhD.

IIT BHU

       Founded as three engineering and technological institutions during the freedom struggle by Mahamana Pandit Madan Mohan Malviya, were later merged to form the Institute of Technology (IT-BHU) in 1971.    To preserve its excellence and national character, admission procedures through the Joint Entrance Examination (JEE of the IITs) for undergraduate courses and Graduate Aptitude Test in Engineering (GATE conducted by the IITs & IISc.) for the post-graduate courses were established.

Indian Institute of Science, Bangalore

 Department of Computer Science and Automation, IISc, Bangalore, India, was created in the year 1969. The vision of the department is to enable India's excellence in the world of computer science and automation. The department has been a pioneering academic centre for higher education, research, and innovation in key areas of computer science.

Rastriya Computer Saksharta Mission-1995

Computer Based Society For Education has started 'Rastriya Computer Saksharta Mission' in India.  Through this a large amount of student and even all kind of people got computer literacy for free of cost. Students can get Free Computer Primary Computer education from Computer Based Society For Education affiliated Institute or Cyber School based on 'Rashtriya Computer Saksharta Mission'.

IGNOU: The School of Computer & Information Sciences

The Indira Gandhi National Open University  is a distance learning national university located in IGNOU road, Maidan Garhi, New Delhi, India.This is a distance learning provide higher education opportunities particularly to the disadvantaged segments of society, encourage, coordinate and set standards for distance and open education in India and strengthen the human resources of India through education .

The School of Computer & Information Sciences (SOCIS) was established in 1991 to provide computer education at the doorsteps of learners with the following objectives:

Indian Computer Education Society (ICES)

Indian Computer Education Society (ICES) started functioning as a voluntary organization in 1990 when computer education was in its immature stage. The society knew that India could prosper only if the IT education is spread far and wide, and jobless young are initiated in to it. The Society was registered to encourage educated jobless youths to start computer centres in as many places as possible. They assisted the state Govt as an external agency for the IT @ School project during 2002-07,started a campus at kochi with all infrastructural facilities to give up-to-date training to the resource persons in member institutes. It was spread over  Tamilnadu,Goa, UP and Hyderabad with well equipped member institutes.

Mohamed sathak polytechnic college

Mohamed sathak polytechnic college is the first institution started by the Mohamed Sathak Trust in 1980 at Kilakarai in Ramanathapuram District of Tamil Nadu. It is a Government aided institution, affiliated to the State Board of Technical Education and Training, Government of Tamil Nadu and approved by the AICTE, New Delhi.

Institute of Engineering and Rural Technology

The Institute was the first polytechnic in India to be granted autonomy. IERT is now wholly in charge of its syllabus, admission procedure as well as diplomas offered. The Institute offers B.Tech courses in seven disciplines - Electronics Engineering, Computer Science and Engineering Industrial Production Engineering, instrumentation and control engineering, civil engineering, mechanical engineering and electrical engineering.

References

National Informatics Centre, India (http://www.nic.in)

Indian Statistical Institute (http://www.isical.ac.in)

http://www.iitk.ac.in/infocell/Archive/dirnov3/cover_story.html

http://en.wikipedia.org/wiki/Don_Bosco_High_School,_Guwahati#First_Phase

http://mgrcollege.ac.in/computerscience.html

http://www.iceskochi.org/wices.html

http://www.livescience.com/20718-computer-history.html

http://books.google.co.in/books?id=QCYEJXzmbpQC&pg=PA127&lpg=PA127&dq=computer-education+in+india+history&source=bl&ots=h10rjBbg5F&sig=l6Lp8Yq_ccck2YnFl7utrVmtUEY&hl=en&sa=X&ei=ZekzU7qfGMXqrAfIpoG4DQ&ved=0CGMQ6AEwBw#v=onepage&q=computer-education%20in%20india%20history&f=false

http://www.thehindu.com/sci-tech/science/sixty-years-of-it-in-india/article4435223.ece

History of Management Education

Jesu Raju Thomas

PhD-Management

Reg No:1340001

History of Management Education:

The verb manage arrives from the Italian word maneggiare which means to handle especially tools. The word manage derives from the Latin word manus. Management has involved in every kind of activity whether it is a family event, sport event or managing Business. Complexity of such activity also increasing day by day so discipline of management continuingly searching for new solution for the problems. As a result it is continuously emerging from ages. The conceptualisation of management happened during 18^thand 19^th century. Industrial revolution in the 18^th and 19^th century resulted in many approaches to management. Before the Industrial revelation owners used to maintain their business so there was not much systematic recording of the transaction. Industrial revolution made the businesses to grow and ownership also changed from individual to shareholders, groups. To manage the business different hierarchy of managers are emerged to manage the operation of the business. This resulted in the development of formal training institutions for the managers. Many education institutions are started courses on Management. 

Management is a process of converting the resources to utility. Management involves the five major functions they are Planning, Directing, Organising, Staffing, Directing, Controlling. Management is the process of using human capital of an enterprise to contribute to the success of the enterprise or any institutions.

The concept of management has existed for millennia. The concept of strengths and weakness of managers are used in 6^th Century BC by Chinese general Sun Tzu, The Art of War.

Arthashastra by Chanakya which was written around 3000 BC discuss about best practices of govern. The wealth of Nations by Adam Smith in 1776 explains about efficient organisation work by division of labour.

During 19^th century many management theories are developed such as resource allocation, production and pricing. There was also development technical production such as standardization, quality control, cost accounting. In late 19^th century salaried managers were existed in large corporation.

Scholars like tried to apply the principle of other streams such as psychology, production, sociology to management. The Harvard Business School offered first Master of Business Management degree in 1921.  End of the 20^th century business management became one of the specialised streams with separate branches namely Human resources Management, operation management, strategic management, Marketing, Financial management, information technology management.

In the 21^st century management theory became part of major disciplines. Management concepts are used in NGOs, Government, and Educational institutions etc. 

The history of important first business schools are as follows

1819- ESCP Europe (Ecole Supérieure de Commerce de Paris) was founded in Paris, France world first business school

1855 - The Institut Supérieur de Commerce d'Anvers and the Institut Saint-Ignace;

1857 – The Budapest Business School was founded in the Austrian Empire. First business school in Central Europe.

1871 – The Rouen Business School

1881 – The Wharton School of the University of Pennsylvania is the United States' first business school.

1898 – The University of St. Gallen Established  the first university in Switzerland teaching business and economics. One of the oldest French business schools.

900 - The first graduate school of business in the United States, the Tuck School of Business at Dartmouth College,

1902 - The Birmingham Business School is the United Kingdom's first business school.

1908 - Harvard Business School was founded at Harvard University. It was the first program in the world to offer the Master of Business Administration degree in 1921.

1909 - Charles H. Dyson School of Applied Economics and Management They founded undergraduate business program.

1946 – The Thunderbird School of Global Management, then called the American Institute for Foreign Trade, focused exclusively on global business.

1949 – The University of Pretoria in South Africa founded the oldest business school in Africa.

1949 - XLRI - India's oldest business management school is founded

1954 - The Faculty of Management Studies (FMS), University of Delhi is among one of the oldest business schools in India

1955 - The Institute of Business Administration, Karachi was the first business school to be established outside North America to offer an MBA degree

1991 – The IEDC-Bled School of Management was the first business school to offer an MBA program inEastern Europe

1994 – CEIBS (China Europe International Business School) was the first business school in China to have received funding from a foreign government, namely the European Commission.

Business schools are first established in Europe followed by America and Asia. XLRI and FMS are the old management institutions of India. 

The important people who contributed for the development of management theory are as follows

1856 – 1915:  Fredric Winslow Taylor (Father of Scientific Management)– Designing jobs which improved the industrial efficiency. He is the Author of principle of scientific management.

1864-1920: Max Weber – Management organisation and structure. He has developed Bureaucratic Theory of management

1880–1949: Elton Mayo- Hawthorne Studies. He was also Harvard Professor recommend that managers should become people oriented

1844 – 1924: Henry R. Towne laid emphasis on the need of study of management separately and to learn. He was the first to come up with a new social role for engineers and to understand the importance of management techniques for engineers.

The important management theories developed are Scientific Management by Frederick Taylor, Taylor’s Four Principles of Management, General Administrative Theory by Herial Fayol and Weber’s Ideal Bureaucracy.

Management study became very popular due to the need of the hour for all kind or organisation. Due to the globalisation and need of different level hierarchy in the large organisation created opportunities for the managers with knowledge and experience of management. At present there are many management related courses in different educational institutions.

References:

Authrstream. (n.d.). Retrieved March 31, 2014, from www.authrstream: http://www.authorstream.com/presentation/bhavin2750-1324264-the-development-of-management-theory/

Wikipedia. (2014, March 31). Retrieved March 31, 2014, from Wikipedia.org: http://en.wikipedia.org/wiki.Business_school