Higher Education Digest – August 2020 – India Edition – Business Schools Special

INDIA EDITION

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Will National Education Policy 2020 Define New India?

The Future of Learning: How Has COVID-19 Changed the Education Forever

Prof. (Dr.) Sanjiv Marwah, Director, JK Business School

How to Upgrade Skills to Remain Employable During COVID-19 Crisis Shveta Raina, Founder and CEO, Talerang

Girish Sharma, Founder, Edubull

Dr Madhu Chitkara, Pro-Chancellor, Chitkara University

Sports Combined with Education: A Realistic Edge to Virtual Learning Divesh Bathija, Founder, Unmath School

Creating Global Managers Capable of Handling Tough Times

CHITKARA BUSINESS SCHOOL

AUGUST 2020

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Higher Education Digest August 2020

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Higher Education Digest August 2020

August 2020

Vol - 2 Issue - 11

B-Schools Special (India Edition) Editor in Chief

Dr. Manoj Varghese

Managing Editor Sarath Shyam

Consultant Editors

Dr. Johny Andrews Anjana K Anna Elza

Navya Venkatesh Stanly Lui Emma James

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Art and Design Ajay K Das

Sales & Marketing

Jyoti Kumari Prathyoosh K Shaji

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Arati Waghmare George Abraham

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Higher Education Digest August2019 March 2020

MANAGING EDITOR’S NOTE

An Uncertainty that is Shaping the Future of Business Education

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he pandemic has brought both corporates and students to a virtual world. Even the ardent advocates of boardroom meeting and classroom lectures are now embracing the video calls. Working-from-home and learning-fromhome have become ‘New Norms.’ The current experience is demonstrating that the world will rapidly move towards online-centric education, including management studies. That means, there will be a sharp increase in the number of learners who would consider doing an MBA as a part-time without stepping out of their work-life to move to a specific campus. Many business academicians are also rooting for micro-classes that are becoming popular now. They claim that instead of semesterlong classes, the focus will be on more in-depth, focused content in shorter periods.

On the other side, the crisis is pressing the management educators to have a relook on the syllabus and the process that they have been using

to make future business leaders. The COVID-19 has proved that leadership is more than just compelling storytelling. It demands transparency and empathy from the leaders. The need of the hour is courses that will help learners to deal with complex problems and uncertainties. Besides, business schools need to start training their students in effective ways of leading teams working remotely. In future, a successful leader might be the one who can share a vision, create trust, track progress, and bring work to completion even without seeing the team members face-to-face.

In this issue, we have identified ‘20 Top-Notch B-Schools in India’ that have managed to stay strong despite the hiccups caused by the pandemic. By moving the classes off-campus and into the virtual space, these institutes have ensured that their students are safe and well-trained. On the cover, we feature Chitkara Business School, one of the fastest-growing business schools of the country that has carved its niche in the business management education category.

Enjoy Reading.

Sarath Shyam

Higher Education Digest August 2020

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ADVISORY BOARD Dr. Kuldeep Nagi, Ph.D, MBA, BSc. Program Director of Ph.D, Recipient of Fulbright Fellowship Award & Dan Evans Award for Excellence and Writer columnist.

Dr.Varughese K.John, PhD, MBA, MPhil, MCom, LLB. Program Director, MS in Management Program, GSATM - AU

Dr. Venus M. Alboruto, PhD, Master Teacher, Researcher, Innovator, Trainer.

6 Major General (Rtd.) Dr. Sunil Chandra, VSM (Vishishta Seva Medal), Ph.D, M. Phil, MA, M.Ed, PGBDA Ex-M D Army Welfare Education Society, ExCOO GEMS Education - India, Ex- Addl Dir Gen - Army Education, Mentor - Adventure-Pulse

Dr. Ajay Shukla, Ph.D, MBA, BE.

Mr. Sreedhar Bevara, MBA, B.Com

Co-founder and Chief Strategy Officer at Higher Education UAE

Senior General Manager: Panasonic Middle East & Africa, Thought Leader, Speaker & Author of ‘Moment of Signal’ (Amazon’s International Bestseller)

Mr. Amulya Sah, PGD PM & IR, PG Diploma in PM&IR (XISS Ranchi)

Shanthi Rajan (MSHRM, FHEA, AMCILT) Director, Institution Development, University of Stirling, RAK Campus, UAE.

Higher Education Digest August 2020

Senior Director HR. Head HR group Samsung R&D Institute India,Transformative HR Leader, Change agent, Digitization facilitator, Engagement architect, Trainer and Diversity champion.

Asst. Prof. Dr. Suramya Mathai, Ph.D,M.Ed,MA,BA. Teachers Training Expert, Writer, Author, Speaker & Social Worker

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Higher Education Digest August 2020

GLOBAL EDUCATION INSIGHTS

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48 - 50

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How Can Institutions Adapt to the New Norms of Higher Education?

Careers in the New Space Sector

Discovering How the Universe Works: What Can You Do as an Astrophysicist?

How to Upgrade Skills to Remain Employable During COVID-19 Crisis

Marc Johnson, Senior Executive Director for Global Affairs and Enterprise Initiatives, Darden School of Business, University of Virginia

Dr Roger Moser, Senior Lecturer, Macquarie Business School, Sydney, Australia & Chairman, SatSure Analytics India Pvt. Ltd., Bangalore, India.

MENTOR’S MANTRA

10 - 12 Will National Education Policy 2020 Define New India?

Prof. (Dr.) Sanjiv Marwah, Director, JK Business School

Dr David Bacon, Associate Director, Professor of Cosmology at University of Portsmouth

Shveta Raina, Founder and CEO, Talerang

INDUSTRY PERSPECTIVE

58 - 61

68 - 71

72 - 74

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What Type of Skillsets Hiring Managers Are Looking For, at the Time of Coronavirus

The Future of Learning: How Has COVID-19 Changed the Education Forever

Sports Combined with Education: A Realistic Edge to Virtual Learning

COVID 19 and the International Education Puzzle

Vikram Wadhawan, Founder & CEO, Vasitum

Girish Sharma, Founder, Edubull

Divesh Bathija, Founder, Unmath School

Dr John Franco Tharakan, Founder & CEO, Be-Ivy Education

ACADEMIC VIEW

42 AURORA’S BUSINESS SCHOOL

Preparing A New Cohort of Global Business Managers

62 INDIRAPURAM INSTITUTE OF HIGHER STUDIES

Shaping Students into Top-Notch Industry Professionals

52 - 56 Adoption Digital Tools in Education and the Repercussion of COVID-19 on Real Estate Job Aspirants Ashwani Awasthi, Managing Director, RICS School of Built Environment

MENTOR’S MANTRA

Will National Education Policy 2020 Define New India?

Prof. (Dr.) Sanjiv Marwah, Director, JK Business School

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he recently introduced National Education Policy by the Government of India provides a comprehensive framework for the development of the Indian education system. The key focus of NEP 2020 is to impart equitable, high-quality, and holistic education for the development of one and all.

Earlier, the knowledge that was being imparted did not find a great application in the real business world. With NEP 2020, the Government aims to impart practical and skill-oriented knowledge which will be useful in the real business world. Providing students, the appropriate amount of exposure to the real business world is also one of the targets of this policy. The execution of this policy demands time and efforts but once implemented, all sectors will benefit from this. India will gain from this move in the next 40-50 years.

Furthermore, students can choose their preferred subjects in 9th grade itself, thereby giving them the opportunity to excel in the area of their interest. Vocational integration will be from 6th grade onwards.

5+3+3+4 structure will be followed. The changes mentioned above will help students gain expertise and detailed knowledge in the field they want to pursue in the future. The curriculum of colleges and schools will become more meticulous, accurate, austere and skilloriented. A multidisciplinary and comprehensive education system will pave the way for dynamic personnel.

NEP 2020 intends to surge the use of technology in education planning, administration, management, teaching, learning, and assessment. Virtual labs would also be built. All these actions will

Higher Education Digest August 2020

NEP 2020 intends to surge the use of technology in education planning, administration, management, teaching, learning, and assessment

11 Prof. (Dr.) Sanjiv Marwah

Prof. (Dr.) Sanjiv Marwah is currently Director at JK Business School and has been an academic leader as a Director at MM University, Mullana, and Era Business School. He has been a Professor and Head of Marketing at Apeejay School of Management while spearheading the CRC which was developed and nurtured as a Business School Innovation. Management Trainee till Regional Head from DCM to Onida writing success stories in the corporate sector in India before leading to academic life at the age of 32 after 10 eventful years. As Founder Dean of School of Management and allied departments at MM University, he expanded undergraduate, postgraduate, and doctoral level programs.

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Prof. (Dr.) Sanjiv Marwah

Higher Education Digest August 2020

make India technologically advanced and upgrade its education system.

With the internationalization of education, the Indian education system will be on par with other countries. Similar to other countries, the duration of graduation in India will now be for four years.

This will tremendously benefit both; the students and the nation. It would also attract foreign students. The internationalization of education will guide the development of India and make it more technology-based.

The current business world heavily relies on technology for its functioning, and this is going to increase in the future. Due to this policy, students will be introduced to technology at a very early age, and they will be well acquainted with its operations. This policy will play a pivotal role in upskilling the students and making them more tech-savvy; ultimately resulting in the technological advancement of the country.

Opening up of Indian higher education to foreign universities will also play a huge role in the growth and development of our country. The world’s top 100 universities will be facilitated to open up their campuses and operate in our country. This way, students will not have to spend millions of dollars to go to these universities, and they will receive a top-notch education in their own country. India can benefit from the latest high-tech education and resources. This is a major step towards building a new India.

Another major reform is multiple entries and exit points, incorporating credit transfer and academic bank for credits in graduation. Through this, students can study at their own convenience.

If a student completes only one year, a basic certificate will be given, if he or she completes two years, then a Diploma certificate will be provided, and if he or she completes the full course, then a degree certificate will be given. Thus, no year of any student will go in vain if he or she leaves a course in the middle.

In conclusion, this step of the Government will assist in producing highly-skilled, rational, and logical workforce for the future. Our country will become more developed and technology-driven.

The NEP 2020 is a stepping stone for making India a developed country with highly qualified and technologically updated personnel.

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Higher Education Digest August 2020

GLOBAL EDUCATION INSIGHTS

How Can Institutions Adapt to the New Norms of Higher Education?

Marc Johnson, Senior Executive Director for Global Affairs and Enterprise Initiatives, Darden School of Business, University of Virginia

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How has been the impact of COVID-19 on the International Higher Education so far? How will it affect the upcoming academic years?

The spread of the novel coronavirus, known as COVID-19, has had a far-reaching impact on all sectors including, higher education. The unique ecosystem and experience that Universities provide have been impacted significantly by the rapid spread of COVID-19. Most universities are residential learning communities, and the limitations on in-person interactions, including the classrooms and student life have changed the mode of delivering on our educational missions.

Top global universities draw students from around the world, and our international students have been deeply impacted as they face potential travel restrictions and uncertainty. However, despite the short-term and long-term disruptions caused by the COVID-19 crisis, Higher Education will adapt and innovate to come out of this crisis stronger and with new models. The crisis has also demonstrated both the importance of high-impact, in-person learning, and new modes of delivering education that will persist even post-crisis.

For the foreseeable future, higher education will have to continue to adopt new modes of teaching and research and innovate. We know that even as we take steps to reopen safely, we will have to continue to adapt and things will not return to their pre-crisis normal until there is a vaccine or other significant breakthrough. However, in the upcoming years universities will continue to adapt to be able to offer in-person instruction and further enhance virtual learning in ways that will keep students and communities safe in the ongoing pandemic while meeting our educational and research mission.

Higher Education Digest August 2020

The world of business is changing rapidly, with disruptions and innovations across the world

15 Marc Johnson

While the schools, colleges and universities around the world remain closed, digital courses and online collaborations platforms are the only possible options for students to continue their studies. “In the upcoming years, universities will continue to adapt to be able to offer in-person instruction and further enhance virtual learning in ways that will keep students and communities safe in the ongoing pandemic while meeting our educational and research mission,” says Marc Johnson, Senior Executive Director for Global Affairs and Enterprise Initiatives, Darden School of Business, University of Virginia. In an email interaction with the Higher Education Digest, Marc Johnson talks about the impact of COVID-19 on the International Higher Education and how is Darden School of Business, the University of Virginia dealing with the pandemic COVID – 19, and many more. Excerpts.

Higher Education Digest August 2020

This will mean new schedules, new forms of delivery, and new approaches to what we do. For example, following the lead of the University of Virginia, Darden has announced plans to start classes on time in August, and in-person classes will conclude by the U.S. Thanksgiving holiday in November. For the incoming new students in the Class of 2022, we have also offered a January start date—this may be appealing to students who are not able to arrive in the U.S. in time for the August start given ongoing travel uncertainty.

Class delivery may take a hybrid approach in some cases, with both in-person and virtual elements. The key will be to remain flexible and keep community health and safety at the forefront of planning. We learned a great deal from the rapid changes made these past few months and will continue to innovate in how we deliver in this new context. This is just one example of how higher education will continue to adapt.

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How is Darden School of Business, the University of Virginia dealing with the pandemic COVID – 19? What are the steps you have taken for the current Indian students and the new students set to join the institute this year?

The University of Virginia and Darden School of Business have earned praise for compassionately dealing with the coronavirus pandemic, with the top priority being the safety of the community members and flexibility gave the differential effects of the pandemic on members of our community. The School rapidly adapted and implemented changes aligned with the University to prevent the spread of the disease, and to protect the safety, health and wellbeing of the community while maintaining an excellent learning experience for current students.

In March, Darden announced sweeping changes in the MBA admission policies. We were one of the first business schools to roll out such measures, which included an extension of application deadlines, alternate start dates and acceptance of multiple standardized tests or alternate demonstrations of ability, and if a student cannot take these tests. We are building on these innovations into our next application cycle to ensure that Darden remains accessible even as potential students face many challenges in the current context.

Starting in March, for current students, all classes became virtual and moved online, with students using the Zoom platform to engage in live classes with their peers and teachers. We have prioritized open and honest communication with all our constituents throughout the pandemic, keeping everyone informed to the best of our ability.

Higher Education Digest August 2020

For the new students joining Darden from India this coming fall, and all our international students, we are providing significant virtual opportunities to build community and to prepare to start at Darden. This includes a reimagined international student orientation program that will begin in July through the start of School in August, providing resources for our students to prepare. We are also committed to students being able to start with their classmates even if they face uncertainty about the reopening of U.S. consulates for visa processing. Students can request to delay their start until our new January option, and still complete the degree on time with their classmates, or join classes in a live, virtual setting until they are able to join us in Charlottesville.

There has been an increase in the adoption of Edu-Tech by Higher Education Institution across the country. How do you see this trend? What are efforts from Darden School of Business in this regard?

The coronavirus pandemic has resulted in strategic pivots, disruptions and adoption of new technologies, platforms, and formats. Darden has been able to step forward and meet this challenge by enhancing its digital offerings, temporarily moving classes to a virtual format, and using technology to ensure a high-quality experience for students. Fortunately, at Darden, we have been teaching live, virtual classes for several years in our executive format degrees and developed significant online offerings in lifelong learning.

The Darden mode of teaching is driven by discussion and engagement in the classroom, and we have transitioned this to a virtual setting where students and faculty can talk live and engage with the materials. While this is not the same as the in-person setting, this has also opened new opportunities. To give just one example, Finance Professor Michael Schill was able to replicate his popular trading simulation game in the virtual realm, with students spread out from Asia to Charlottesville engaging in a high-speed trading experience in the virtual classroom.

Working under the assumption that technology will play some sort of role in the 2020-21 academic year, we are piloting several new technologies that will help replicate the purposefully intense Darden classroom using different modes. We are continually upgrading both the technology in our facilities to enable potential hybrid teaching with students both in-person and online and in platforms. The faculty are spending this period redeveloping courses, learning new tools, and preparing

to teach in new settings. Importantly, Darden teaches primarily using the case method, and the format translates well to the virtual environment.

What is your opinion about the Indian education system and talent available here?

India has some of the earliest recorded centres of higher learning in the world where students came from across to acquire knowledge in a diverse set of subjects. Learning and pursuit of knowledge have always been a big part of the culture in India and is respected and revered. India has one of the largest educations systems in the world with a highly mobile student population.

Indian students make up a significant proportion of International Students in universities across the world and have long been a critical component of the Darden community. Generally speaking, Indian students want to take part in a high-quality academic experience and use education as a springboard for employment in India or abroad. I know that India is also witnessing rapid growth in its economy, which is creating a demand for future business leaders, and I hope Darden can continue to play a role in fulfilling that need.

With ever more business seeking to expand their operations across the borders, there is a rising demand for business graduates with a global mindset. At present, what are the most significant opportunities and challenges in the international business education sector?

The world of business is changing rapidly, with disruptions and innovations across the world. New innovations, models, platforms, and ecosystems are emerging regularly.

The pace of change is ferocious, and business graduates who cannot adapt will struggle. Models that work in one location may not work in another, but of course, some scale globally, and learning from one geography can be applied to other areas. In this landscape, it is important for students to have a global mindset, respect, and appreciation of doing business across the world, and an ability to keep learning new things. Therefore, we are committed at Darden to helping our students develop a global mindset and be prepared to lead in a global context. Historically, we have done this both through creating a diverse, global community in our classroom, where our students can learn from each other and in providing opportunities for our students to study with Darden faculty in other parts of the world in our Darden Worldwide Courses.

In the environment of the pandemic, there are challenges to international business education in restrictions on travel and the ability to spend time in different places. We think

that this only increases the value of engagement with a diverse set of classmates in a program, to learn alongside each other. We are also committed to enhancing a global mindset even in a world where travel may temporarily be limited – through virtual opportunities, engagement with business challenges around the world through consulting projects from off-site, and other ways to learn and engage in a global context.

The pandemic also presents significant opportunities and reminds us that understanding global business dynamics is more critical than ever. Learning how to work virtually with colleagues, partners, suppliers and customers across borders and cultures is a crucial skill. The ability to engage in our global context will only become more, not less, important.

Many Indian students go abroad each year for higher education in various educational institutes all over the world. Can you share us necessary know-how on a student’s life abroad, especially in the U.S.? What are the pros and cons?

I think the pros often outweigh the cons when a student decides to move to U.S. for higher education, although of course it is an individual decision and by no means a prerequisite for a great education or career. The major benefit of coming to study in the U.S. is the exposure to a different context, both the U.S. itself as a major global business centre, but also the diverse international perspectives from classmates.

Exposure to new environments is key, and the opportunity to learn in an amazing academic environment, with leading faculty with different pedagogical styles, and live and work with students from all over the world allows for an incredible growth opportunity. Indian students bring their own academic preparation and cultural knowledge to this environment.

Indian students at Darden typically adapt very well and thrive in these new environments. We see our Indian students not only do well in their course of study but go on to excellent jobs in line with their own purpose and goals for higher education.

For those who are uncomfortable in radically different environments, the culture shock that one often feels abroad could certainly be considered a con. But again, pro or con would differ entirely based on the individual.

What are the biggest concerns you hear from Indian students while opting for the U.S. as their study destination? At the University of Virginia, how do you help them overcome that?

I think Indian students would be the best fit to answer this, but certainly, the different culture can be a concern, and

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there is no doubt the cost of higher education in the United States can be high. At Darden, we try to help overcome the costs with scholarships and financial aid, but we recognize the MBA is typically not an inexpensive proposition.

The classroom can also be quite different. Indian students sometimes say they are used to a more lecture style of learning, and the Darden classroom is a dynamic environment, where students work every day to develop a leadership voice. Indian students typically excel in the environment, but as a former Darden student myself, I can tell you that it takes some getting used to. The combination of a top undergraduate education at an Indian institution with the Darden classroom that pushes students to find their leadership voice and engage as decision-makers is a powerful one. Therefore, we see our Indian students find such success coming out of the MBA program as they pursue their next steps.

There is a broad support network of students and staff at Darden who help students with international backgrounds succeed and achieve their potential. We provide resources starting from before they arrive, through the MBA experience to help adjust to that culture shock and a new setting. We have a dedicated assistant dean who works focused solely on supporting our international students. As anyone who has studied abroad knows, it is a learning curve for a new place and new culture, and we are with our students every step of the way in that journey.

Darden also has multiple professors who are originally from India, ranging from some of our newest faculty members to groundbreaking professors in leadership roles.

The Darden student culture also seeks to engage our diverse student population and reflect the backgrounds of our many students. Among Darden’s many clubs and organizations are the Darden South Asia Society, which organizes seminars, speaker series, panels, recruiting events, admissions activities, and cultural and sporting events distinctive to this region. The club has many students from India and South Asia, but it provides cultural opportunities for the whole School, organizing Holi and Diwali celebrations and career panels with alumni, for instance.

Tell us about the scholarships offered by the University of Virginia to attract international students, especially students from India.

Darden is committed to fostering a globally-minded community that reflects the global business world.

To elevate the diversity of perspectives at the School, Darden has created scholarships specifically for international students.

Higher Education Digest August 2020

Most of Darden’s merit-based scholarships do not require an additional application. If admitted, students will be evaluated for available scholarships, which are competitively awarded based on a variety of metrics and considerations. Some scholarships require a supplemental application.

Also, the Darden Worldwide Scholarship program covers the course fee for a Darden Worldwide course for all Darden full-time MBA students.

What is your advice to the India students who wish to study in the U.S.?

I would advise them to reflect on their goals and have clarity around what they want to achieve. Studying in the U.S. can lead to many different pathways, depending on what a student hopes to do following School. And every institution will provide different opportunities alongside a great education. Students should think about the environment they want to be in. Do they want to be in a big city or a small town? Are they comfortable in big classrooms or would prefer more intimate and smaller classrooms?

They need to reflect on their expected interests, expected learning outcomes and the way they like to learn.

This is critical as it will help them look at the best fit and allow them to learn in the best possible way.

I would also advise them to focus on the eligibility criteria of the schools they are interested in so that they can plan accordingly.

Then, with those reflections in mind, reach out to target schools. Most will be eager to tell you more and are likely to put you in touch with students or alumni with similar backgrounds. Ask tough questions and get to know the School as much as possible. We know Darden is not right for every student, for instance, and we encourage applicants to know exactly what experience they are signing up for before they make the final decision.

About Marc Johnson Marc Johnson serves as senior executive director for global affairs and enterprise initiatives. Johnson is responsible for guiding and advocating for Darden’s global strategy, initiatives and engagement, working alongside leaders across Darden to extend the School’s impact and reach around the world. He leads CGI in partnering with faculty to create a suite of global learning opportunities for Darden MBA students, delivering courses in 20-plus countries a year, and to advance global thought leadership and engagement with practice. He also works closely with stakeholders across UVA to further the University’s impact globally.

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Higher Education Digest August 2020

Business School

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Creating Global Managers Capable of Handling Tough Times

By Sarath Shyam

Higher Education Digest August 2020

COVER STORY

Chitkara

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Dr Madhu Chitkara, Pro-Chancellor, Chitkara University

Higher Education Digest August 2020

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hat it takes to make a perfect business school? Different experts may list out various factors. However, personal attention, small classes, student-centred education, outstanding teachers, and proactive collaborations with blue-chip companies are a few essential parameters that every business education aspirant need to consider while selecting a school for their studies.

Amalgamating all these crucial factors in its education is Chitkara Business School (CBS) located in Punjab. Started in 2008, CBS is ranked among top 100 B-Schools of India by NIRF rankings from MHRD and top 70 B-Schools of India by Business World, India Today, Business Today, Outlook, Academic Insight, and several other magazines. Being one of the fastest-growing Business Schools of the country, CBS has carved its niche in the business management education category.

CBS offers MBA programs in 12 different specialisations namely Marketing, Finance &Banking, HR, Business Analytics, Event, Media and

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Higher Education Digest August 2020

Entertainment Management, Healthcare Management, Healthcare IT, Public Health, Logistics and Supply Chain Management and Rural Management. On the undergraduate level, the institute has BBA programs in Fintech, Business Analytics, and other specialisations such as Retail, SCM and Logistics, Digital Marketing and many more. CBS also offers B. Com programs with a specialisation in Capital Markets, International Finance and Accounting and Cost and Management Accounting in partnership with ACCA and CIMA. Recently, CBS added BA (Economics) in the bouquet of undergraduate programs.

CBS also offering PhD programs for Industry Executives through its Doctoral Research Center.

Industry-Oriented Training “Programs at CBS are driven by industry. Our partners help us developing Curriculum as per latest industry requirements, provide

skill-based training to our students, Coteach with Faculty in the classroom, strong internship networks and live projects make our business programs unique, hands-on and useful for young aspirants,” Dr Madhu Chitkara, ProChancellor, Chitkara University.

Harvard Business School Online for professional courses, Ernst & Young for Business Analytics, Fortis for Healthcare Management, Safexpress from SCM and Logistics, Bombay Stock Exchange for Financial Markets, Frost & Sullivan for Healthcare IT, KPMG for our Accounting programs, and Imagine XP for Fintech programs are some examples of reliable partners of CBS across the segments. “These partnerships are not restricted to A4 size paper agreements,” pinpoints Dr Madhu Chitkara.

The Curriculum of various business programs at CBS comes from industry. The institute has several academic bodies in place to identify the changing needs of industry and update the Curriculum as per requirements.

Power BI, Data Analytics tools, Digital Marketing, Fintech, Sales & Retail Marketing, Healthcare IT, Rural Management, Event, Media and Entertainment Management, Accounting for Managers with KPMG, F&A process by EY, Financial statement analysis by Moody’s, are few among the many examples to quote for business programs of CBS. Dr Madhu Chitkara opines, “Curriculum acts as fuel of the complete system. Our Curriculum includes winter internship of one month with NGOs/small units of industry and 3 months of a rigorous summer internship to keep the programs hands-on at MBA level.” BBA/B.Com programs at CBS have internships at every semester end.

“Other than curriculum, we offer strong foundation program at the beginning of the business programs every year which covers the affirmative skills required for the students,” adds Dr Madhu Chitkara.

For communication, CBS teaches English language skills through INLINGUA. Students of CBS have the

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Dr Madhu Chitkara, Pro-Chancellor, Chitkara University Dr Madhu Chitkara is one of the co-founders of Chitkara Educational Trust, an organisation of great repute and distinction. An eminent academician and an innovative entrepreneur, she has articulated and designed the road map for the Trust, and has actively contributed to its tremendous growth and recognition in all these years, and continues to spread the light of education in the life of tens of thousands of people.

With a passion for academics and great business acumen, she has had a diversified career and variegated experience in the field of education, spanning almost four decades. Knowledgeable, focused and a strategic leader, Dr Madhu Chitkara has adeptly managed numerous academic ventures and remains a true leader who ‘leads by example’ – is warm, sincere and always willing to walk the extra mile to deliver on her promises. Her support to several humanitarian causes, in association with various NGOs, is indeed a tribute to her philanthropic nature, zest for life and desire to transform other’s lives for the better.

Dr Chitkara, fueled with a Bachelor of Science (Honours) in Mathematics, Bachelor of Education, Master of Education, Master of Science in Mathematics and a Doctoral Degree in Education, has relentlessly worked towards developing and providing an environment which offers the best of teaching & learning pedagogies for the pupils.

Higher Education Digest August 2020

opportunity to learn German, Mandarin, and French on campus in addition to English through its School of Languages. Market Exposure Program at Mumbai, International Immersion program and industry projects also keep CBS students ahead of latest skill requirements by industry.

Offering an Excellent Learning Experience with the Help of a Strong Faculty Pool With dedicated and robust faculty strength of over 60 researchers, practitioners and academic brains in the areas of strategy, finance, HR, marketing, analytics, rural management, financial markets and healthcare management, CBS is capable of providing best of learning experience to business students. Dr Madhu Chitkara shares, “All the faculty members have working experience. They are researchers and consulting various organisations in the region. Besides this, there is a strong visiting and adjunct faculty of around 50 professionals who support learning and with more practical insights and exercises.� At the same time, the institute focuses on developing and incentivising their business faculty in their domains.

Several faculty members at CBS teach overseas with its international partner universities. Many of them are core researchers and innovators attached to CURIN (Chitkara University Research and Innovation) and Centre of Entrepreneurship Education Development at Chitkara

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University to support Start-up efforts of their students.

“Our University has filed more than 200 patents, and more than 100 start-ups are active. Our faculty members are also mentoring special entrepreneurship batch of CAP (CEED Accelerator Program) in which students of all disciplines are taken to the next level of entrepreneurship in the last year of their degree program,” affirms Dr Madhu Chitkara.

CBS is also a strong advocate of Outcome-Based Education. For MBA programs at CBS, the outcome is either to get a job or to establish a start-up for providing jobs. Dr Madhu Chitkara says, “Best of the companies from several industry segments offer lucrative job opportunities to our MBA students on campus every year.” Companies such as Deloitte, Evalueserve, eClerx, HDFC Bank, Moody’s, CIAN, TIAA, Wipro, Trivago, DHL, Fortis Hospitals, WHO, Max Hospital, Mondelez, Kellogg’s, ITC, Dabur, Nestle, Safexpress, BSE, Morgan Stanley, and many such brands offer campus placement opportunities to CBS business students.

Today, business programs of CBS focus more on affirmative skills of the students. “The objective of focusing on affirmative skills is to increase the possibility of employment after their MBA programs,” says Dr Madhu Chitkara. Training in SEO, Digital Marketing, AI and ML, Blockchain, Data Analytics tools like Tableau, Python, R Programming, Financial Technologies (UI and UX), Data warehousing, cloud computing, Language skills, E-Commerce and M-Commerce technologies and several other related subjects help all CBS business school students gaining best of the learning experience and starting with bright career from campus.

Availability of the Much-Needed Global Exposure With the help of its International Office, CBS provides seamless opportunities for students to travel across the

Higher Education Digest August 2020

world. The opportunities include semester exchange programs, 15 days to 1-month summer schools, international internships, 1+1 or 3+2 programs, Skill enhancement programs, Immersion programs and many more. “Our students take on several joint research projects with students of international partner universities,” pinpoints Dr Madhu Chitkara. Nearly 30 per cent of business students at CBS travel abroad for several academic and co-curricular activities.

Dr Madhu Chitkara adds, “Close to 20 of our alumni students completed their professional upskilling courses through Harvard Business School Online. Nearly 50 of our students have been to Harvard Business School for Harvard MUN. Around 14 students visited the London School of Economics for 15 days of summer programs.

Such exposures make them really think like global managers.”

Firmly believing in its logo ‘Explore your potential’ Dr Madhu Chitkara and her team at CBS has many ambitious targets. “Our plan is to get national and international level accreditations for business programs.

We also aim to start business programs in the family business and entrepreneurship and Executive MBA Programs for Industry professionals in the near future,” explains Dr Madhu Chitkara. Recently, the institute has been ranked 75th by NIRF, Govt of India ranking among top B-Schools of India including IIMs. Today, CBS is aiming to improve the performance and rise above in national rankings for business programs and find a place in international rankings as well. “We set our benchmarks and always strive to cross those limits and set new standards. Our competition is within, and we strongly believe that by 2025 we will be the first choice of industry, parents, students, and faculty,” concludes Dr Madhu Chitkara.

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Higher Education Digest August 2020

INDUSTRY PERSPECTIVE

How to Upgrade Skills to Remain Employable During COVID-19 Crisis Shveta Raina, Founder and CEO, Talerang

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As an impact of COVID-19, jobs that will not add value to any business will quickly perish. What are your thoughts on the future of the job market?

The unemployment rate in many parts of the world is in the double digits, something no one could have predicted late last year. So much has happened over the past few months that many have forgotten that the Indian economy was already slowing before the pandemic.

The pandemic has further exacerbated the country’s economic woes.

Covid-19 is definitely having a massive impact on jobs.

It is unrealistic to expect that once lockdowns end, everyone will return to work, and things will go back to as they were before. For one thing, many lost jobs will not return. This is because, during the lockdown, many businesses have re-examined how they work. While many have closed for good, others have turned to hire freelancers who can work from home or have tried to automate processes. As a result, the traditional 9 am to 6 pm work from office model of work has been disrupted. Cost-cutting will happen at a company level, and as certain departments close and other industries suffer, millions of roles will become redundant.

In addition to industry-wide layoffs due to poor financial results, individual employee performance will also play a role. While mediocre performance at work was tolerated by some employers before Covid-19, following the pandemic companies will demand exceptional performance from all their employees. That’s because only robust businesses will survive after the pandemic passes and companies will have limited funds to invest in their people. Such companies will operate in a far different

Higher Education Digest August 2020

To succeed in a new economy, professionals will have to become students regularly

29 Shveta Raina

Reports from the industry say that over 100 million and more Indian jobs will be at risk during and after the COVID-19 lockdown stage. “COVID-19 is having a massive impact on jobs. The job market after the pandemic will be different from the one that existed before. In the new job market, people will have to wear multiple hats and continue to remain relevant to keep their jobs,� says Shveta Raina, Founder and CEO, Talerang, an Education Management Company that is focused on providing career training to students and professionals. In an email interaction with Higher Education Digest, Shveta Raina talks about her thoughts on the future of the job market, the importance of upskilling, how to upgrade the skills continuously to remain employable in a competitive job market, and many more.

Higher Education Digest August 2020

environment than the one that existed before the epidemic.

Their workforce will have to be bright and exceptionally adaptable to a new way of working. A new way of working is what lies ahead. This is because the behavioural changes people have adopted over the past few weeks and months will become the norm. People will consume services in a new way. The online world will shape much of peoples’ economic decisions. Employees who know how to add value in such a society will have a higher chance of having successful careers.

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Considering the current situations, what impact will upskilling create on graduates and working professionals?

The Covid-19 pandemic has accelerated trends that were burgeoning before the outbreak. Before the epidemic, it was common knowledge that people needed to upgrade their skills continuously to remain employable in a competitive job market. This trend has received a massive impetus. The job market after the pandemic will be different from the one that existed before. In the new job market, people will have to wear multiple hats and continue to remain relevant to keep their jobs. It won’t be enough for a marketing professional to know marketing. He or she will have to understand digital marketing, SEO, and how to create compelling content.

While a degree will remain relevant in the world that is soon to arrive, every professional, including those in their early 20s will have to upgrade their skills.

Communication skills, comfort with technology, high emotional intelligence, motivation and resilience will be valued. Those who expect to succeed in the new job market may be enrolled in courses throughout their lives.

Doing so maybe the only way people will be able to remain productive until they are ready for retirement.

Thinking that a significant the chunk of future jobs in India will be in areas of Analytics, Artificial Intelligence and Robotics, what needs to be done to fill the industry-academia gap?

There is undoubtedly a gap between what is taught in most schools and colleges and the skills employers need.

Shortly, digital technologies will be all-encompassing.

AI is still in its infancy but is advancing quickly and shows tremendous potential. More businesses are using analytics than ever before, and robots are so well designed that they exceed the expectations industry experts had of them just a decade ago. So while we are on the cusp of three significant advances in technology, much of what engineering students learn in school is outdated. In many colleges across India, students are taught technologies that were obsolete decades ago.

Higher Education Digest August 2020

Shveta Raina

To make education more relevant, there needs to be a greater exchange between industry and academia.

Typically, academia revises its course curriculum only once every few years or even after decades. However, technology is developing so rapidly that what was learned in the first year at university is outdated by the time student’s graduate. In such a rapidly changing world, the only way to keep curriculum relevant is by regularly taking inputs from industry. When a curriculum is designed with contributions from industry, the result is that students learn skills that let them find employment in the subjects they studied in college.

In addition to tech skills, individuals will need to develop their overall competencies and business toolkit to thrive in a highly competitive environment that the new normal poses.

Companies are struggling to survive, and they need people who are willing to give their 100%

Since the demand for skill-based learning is growing, what Education 4.0 offers to fulfil the same? How does Talerang aim to resolve the problem of skilled professionals?

Education 4.0 is a great initiative. Under it, every student will be well versed with technologies that will be commonplace in offices and homes soon. These technologies include AI and robotics. The traditional model of learning in which students learned seated before a blackboard is coming to an end. Education 4.0 points to learning becoming more about doing rather than memorizing. Students will have to learn how to interact with AI and how to use it to solve a wide range of problems. AI is a powerful technology that can learn much on its own; students will have to leverage this potent tool to solve everyday problems.

Talerang helps students and professionals from the assessment to the training and finally, the placement stage of their careers. The key is to understand the strengths and potential of a candidate, upskill them through intensive course-work and projects and finally map them to their dream organization once they are industry-ready. This process of taking someone from college to corporate is what we call work-readiness.

Do we have a demand-supply gap in the training industry? What are the offerings from Talerang to ensure that everyone has access to the best learning opportunities possible regardless of this economic situation?

There is a demand-supply gap in the training industry.

Good trainers are in short supply. That’s one reason there is so much competition to get into the best institutes.

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Our facilitators are professionals from organizations such as McKinsey, KPMG, Teach For India, Aon Hewitt, ZS Associates, Harvard, Johns Hopkins, LSE and more! They have gone through rigorous training and certification to ensure quality training is delivered. They can impart real-world skills to students, thereby preparing them for their first job. What someone may learn over months or years in a new role, Telerang teaches in a relatively short period through practical training, activities, experiential learning, access to internships and jobs. Talerang enjoys 95%+ approval ratings from students who love the training experience and 90%+ corporates who hire from us find the talent to be exceptionally work-ready.

Equipped with more considerable skill, competencies, and confidence students who enrol with Talerang are significantly more employable than they were earlier.

They hit the ground running when they join a new organization. Also, a Talerang internship or job (we have a 99% placement rate) gives young people access to a strong alumni network which instils in them confidence, teaches them how to network, and prepares them to excel in the corporate world. Our incredible 350+ corporate partners offer internships and live projects to our students across industries such as pharma, marketing, finance, digital, technology and more!

Where does India lack when it comes to corporate hiring?

At Talerang, we found that 50% of students in their final year of college believed they were not ready to join the workforce. This is a huge number and is likely lower than the percentage of students who are prepared to enter the corporate world. A challenge India faces in corporate hiring is that recruits are not ready to make a smooth transition to the corporate world. Too many students are forced to learn on the job. This period of learning may be as long as a year and in some cases, even longer. Corporates have no way to figure out which interviewee will be a good employee.

This lacuna makes every corporate hiring a bigger gamble than it should be.

Why short – term courses (1.5 – 3 months) are helpful for professionals at any level?

To succeed in a new economy, professionals will have to become students regularly. There is a wealth of knowledge in the world, and more are being added every day. To apply new knowledge to the business, students will have to enrol in short term courses regularly- perhaps throughout their lives. While degrees will remain relevant, regular courses that keep students abreast with the newest findings will make the difference between career success and failure.

Higher Education Digest August 2020

It’s important to note that young professionals need the best start possible. That’s what Talerang offers them.

Is the content necessary for skill creation?

How is Talerang making content effective and exciting?

Content plays a vital role in skill creation. At Talerang, we are making content effective by infusing it with fun and making it interactive. Our courses help improve their confidence, social skills, and make them better communicators. Every student who joins Talerang’s programs is rewarded with a broader outlook and global perspective. In a relatively short period, young students mature into professionals who understand the demands of the corporate world.

What is your advice to the working professionals across the sector?

I would firstly encourage working professionals to gain practical exposure and develop emotional quotient.

Learning and reflecting from every experience, no matter how challenging is a key to growing as a professional.

The ability is to maintain composure and work with different types of people in diverse settings.

Secondly, think about what you are giving to the organization you work in, instead of what you are gaining is the first step to adding real value. Companies are struggling to survive, and they need people who are willing to give their 100%. They will reward such people over those who are inward-looking.

Thirdly, we are all operating in resource strained environments today. The ability to work with limited resources and manage time effectively by applying creative and innovative methods is important. Think outside the box and solve challenging problems instead of complaining or being negative, and you will become an asset to any company.

About Shveta Raina Shveta Raina is a strong entrepreneurship professional and Founder and CEO of Talerang. A business enthusiast and visionary in her field, Shveta started her entrepreneurial journey in 2013. Translating business strategy into actionable goals for the growth of the company, Shveta proves that the land of success is owned by doers. The business enthusiast is erudite with a strong academic background. Shveta has attended some top-flight universities - Bachelor of Arts, Applied Mathematics, International Relations, Economics from Brown University in 2007, and Master of Business Administration from Harvard Business School in 2013.

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Higher Education Digest August 2020

GLOBAL EDUCATION INSIGHTS

Careers in the New Space Sector 34

Dr Roger Moser, Senior Lecturer, Macquarie Business School, Sydney, Australia & Chairman, SatSure Analytics India Pvt. Ltd., Bangalore, India.

What does the NEW SPACE sector in India look like?

The term ‘New Space’ refers to a still-growing ecosystem of companies from the private (as opposed to government-funded and led) and commercial aerospace sector, often in the form of start-ups or ventures of corporations. The globally most wellknown ‘New Space’ venture might be Elon Musk’s SpaceX, but the ‘New Space’ sector is very vibrant in India too. India is not only home to one of the most innovative governmentfunded space research organisations in the world (ISRO) but also hosts some globally competitive start-ups both in upstream (Bellatrix, Dhruva Space, Kawa) and downstream (SatSure Analytics, Numer8).

The growth potential of the ‘New Space’ sector in the next 20 years is enormous and is considered vital to achieve many of the Sustainable Development Goals of the United Nations. In India, it is already contributing to more financially sustainable financing, and insurance solutions for farmers allow for optimal resource and water allocations in the agriculture and critical infrastructure sector. They will soon change the way disaster relief operations are managed.

Higher Education Digest August 2020

In the technology area, there is a huge need for engineers to work on innovative hardware solutions to make commercial space flight cheaper and safer

35 Dr Roger Moser

When we think of being a space professional, astronauts would be the first name that comes to mind. However, there are numerous other employment opportunities in this field. “The ‘New Space’ sector is technology-focused but commercially-driven and thus is not solely reliant on engineering and IT talent but also technology-interested, B.Com graduates who see value in working in a niche market with huge growth potential,” says Dr Roger Moser, Senior Lecturer, Macquarie Business School, Sydney, Australia & Chairman, SatSure Analytics India Pvt. Ltd., Bangalore, India. In an email interaction with Higher Education Digest, Dr Roger Moser talks extensively on the New Space Sector, its career opportunities, and what does it take to enter the NEW SPACE sector in India.

Higher Education Digest August 2020

36 Dr Roger Moser

The ‘New Space’ sector is technology-focused but commercially-driven and thus is not solely reliant on engineering and IT talent but also technology-interested, B.Com graduates who see value in working in a niche market with tremendous growth potential

Higher Education Digest August 2020

Besides the US, India is probably the most attractive country to pursue a career in the ‘New Space’ sector given the availability of high-quality university programs, business ecosystems and aggregated domestic and international demand for specialised services.

Why does the NEW SPACE sector offer exciting career opportunities for management and engineering/ IT graduates?

The ‘New Space’ sector is technologyfocused but commercially-driven and thus is not solely reliant on engineering and IT talent but also technology-interested, B.Com graduates who see value in working in a niche market with tremendous growth potential. The most interesting aspect might be that engineering, IT and management professionals with a track record in the Indian ‘New Space’ sector have good prospects to be hired by ‘New Space’ start-ups and corporate ventures in the rest of the world.

What are job roles for management and engineering/IT graduates in the NEW SPACE sector?

In the technology area, there is a huge need for engineers to work on innovative hardware solutions to make commercial space flight cheaper and safer. The value chain is across the upstream, midstream and downstream in the space vertical, each bringing its own challenges and opportunities. Let’s take downstream as an example. Not only ‘new space’ companies require IT-trained professionals who know how to deal with the data big data from space, but they also need non-technical persons who can create and information for decision-makers or can combine spatial data. In particular, the ‘New Space’ sector will quickly change how information and communication networks are operated and managed. Thus, people with a background in the telecom sector have an excellent chance to switch to the ‘New Space’ industry and potentially get an uplift in their career prospects.

In the commercial functions, there is a particular demand for finance professionals that understand the short-term cash flow and long-term financing mechanisms of this sector but also for marketing & sales professionals who can explain what the ‘New Space’ area actually has to offer to the financial sector, agriculture, search & rescue operations, maritime industries, telecom sector and many more.

What does it take to enter the NEW SPACE sector in India?

In the engineering & IT functions there are a few specialised universities and institutions such as the Indian Institute of Space Science and Technology (IIST) that offer programs and courses to get the required skills for entry-level jobs in the ‘New Space’ sector. In the commercial area, there are no specific programs available so that young people with a robust self-taught technology background and internships in ‘New Space’ start-ups, e.g. in India’s first Space Technology Park at Thiruvananthapuram’s Knowledge City, are most likely to get an attractive job offer.

More About Dr Roger Moser Dr Roger Moser is a Senior Lecturer at the Department of Management, Macquarie University. He is an entrepreneurial scholar working at the interface between academia & industry and serves as Adjunct Professor at the Indian Institute of Management Udaipur. In the past, he has served as permanent visiting faculty at IIM Bangalore establishing the AirbusEndowed Chair for Sourcing & Supply Management and as Director of the India Competence Center at the University of St.Gallen.

Dr Moser’s research focuses on how senior executives improve their decision making based on the concept of “Decision Intelligence”. In particular, he researches how senior executives use small data and big data to improve their “Framework Proficiency” and extend their “Intelligence Access”.

Higher Education Digest August 2020

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Higher Education Digest August 2020

T

he modern-day professionals require more than just business acumen and leadership qualities.

They need to know how to use machine language strategically, interoperability and communicating through IoTs, simulating and virtualisation of real situations, ability to adapt to new situations using modular approaches, among other things.

The premier Indian B-schools are now ready to cope with challenges emerging from Industry 4.0. Many are in the process of revamping the curriculum to align it with the new skills required. They have also started introducing AI and machine learning to enhance the learning and bridge the gaps in classroom learning and making students job ready.

On the other side, not all business schools in India have the quality parameters well in place that are comparable to their global peers. The rapid growth and proliferation of business schools has led to the emergence of some schools having dubious quality – and business education has come under scrutiny. Since liberalization of market during 1990s, Indian has seen a rapid growth of business schools offering programs at both undergraduate as well as graduate levels.

The b-schools that mushroomed all over the county sought to replicate the US-based organizational, pedagogical, curricula, industry-interface, and academic research models.

However, they struggled to introduce several adaptations because of the differences in the work culture system.

Outside of the US, India now trains largest number of MBAs with about 75,000 degrees annually.

Today, b-schools in India are looking at aligning their goals with the school’s mission and scrutinise their purpose and decide their contribution to the development of managerial talent. With the revamp of curriculum, business schools are focusing on helping the students to develop skills of strategic thinking aimed at using these new technologies and how they create value. With that in mind, the Higher Education Digest presents to you “20 Top Notch B-Schools in India”, to celebrate their efforts in helping their students step into the industry. We recognise their support to the growing economy by bringing efficiency in the current education system.

Higher Education Digest August 2020

University Name

City

State

Hyderabad

Telangana

Pimpri-Chinchwad

Maharashtra

Tiruchirappalli

Tamil Nadu

Rajpura

Punjab

New Delhi

Delhi

S. P. Jain Institute of Management and Research

Mumbai

Maharashtra

Great Lakes Institute of Management

Chennai

Tamil Nadu

Indian School of Business

Hyderabad

Telangana

Indirapuram Institute of Higher Studies (IIHS)

Ghaziabad

Uttar Pradesh

Institute of Management Technology

Ghaziabad

Uttar Pradesh

Aurora’s Business School

Balaji Institute of Modern Management Bharathidasan Institute of Management

Chitkara Business School

FORE School of Management

Higher Education Digest August 2020

University Name

City

State

International Management Institute

New Delhi

Delhi

K J Somaiya Institute of Management

Mumbai

Maharashtra

Loyola Institute of Business Administration

Chennai

Tamil Nadu

Management Development Institute

Gurgaon

Haryana

Kochi

Kerala

Mumbai

Maharashtra

Pune

Maharashtra

T. A. Pai Management Institute

Manipal

Karnataka

Welingkar Institute of Management

Mumbai

Maharashtra

Jamshedpur

Jharkhand

Rajagiri Centre for Business Studies S. P. Jain Institute of Management and Research Symbiosis Institute of Business Management

Xavier School of Management

Higher Education Digest August 2020

AURORA’S BUSINESS SCHOOL

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PREPARING A NEW COHORT OF GLOBAL BUSINESS MANAGERS

M

achine replaced muscle in the first industrial revolution, and mass production emerged in the second industrial revolution. The third industrial revolution brought the computer and internet while the fourth industrial revolution is endeavouring to combine the physical world with the cyber and bio world.

The next wave of excellence, Industry 4.0 is optimistic as well as complicated. It is going to mould, nurture, develop and mentor everyone dextrously.Impacting areas like manufacturing, healthcare, agriculture, and even social equality, Industry 4.0 is going automate many jobs that are existing today.

It has become quite imperative now for academicians, universities, and business schools to prepare the students in a

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systematic way to face the challenges of Industry 4.0. “We are progressing towards the new wave of excellence by making our students confident and job-ready. Our curriculum is updated from time to time according to the emerging needs of the industry and strives to be the forerunner in this regard�, says Dr Raghu N Prabhakar, Director of Aurora’s Business School (ABS).

Deputing faculty members to various orientation programmes, ABS has provided them with the industry exposure and kept them well aware of the latest trends in business. The institute also trains its faculty members through faculty development

Higher Education Digest August 2020

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programmes, workshops, seminars, and debates, helping them acquire the newest knowledge and updates in the industry to impart the best theoretical and practical experience with the help of latest and live examples to their students.

Having strong linkages with industry bodies and professional associations like CII, HMA, IMA, National HRD Network, ABS has corporate memberships of these bodies and take active participation. Regularly organizing industriesinstitute interaction, the board of ABS comprises of senior executives of the industry. “We invite business leaders to interact with our students for guest lectures and as resource persons for various events”, points out Dr Raghu.

About Aurora’s Business School ABS was established in 2005 by the Aurora Education Society, which has 29 professional colleges offering undergraduate and postgraduate courses in various fields. It also provides PGDM in six different streams in full-time, part-time, and executive variants. With world-class syllabus, the institute follows the best in class pedagogy, with a focus on interactive and experiential teaching-learning practices. Following a trimester system and continuous evaluation, the school offers courses that are industry-oriented and are designed to secure placements for students. “We also offer several add-on courses to promote the employability of students and our strong placement team helps secure Summer Internships for all their students and final placements to all registered students”, adds Dr Raghu.

Creating various platforms for improving the quality of education through virtual classrooms,

Higher Education Digest August 2020

webinars, teleconferences with industry executives and top academics, the students of ABS greatly benefit from the knowledge and insight they gain through these sessions. ABS consistently figures at the top, prominently in many All-India Surveys of B-Schools. Securing top honours like the Business School of the Year, B-School with High Industry Contacts, No.1 B-School in South India, Best Pvt B-School in Telangana and many more, from time to time. “What distinguishes us from other B-schools is that we impart social commitment in addition to professional competence to our students.

We motivate our students to follow business ethics and consider entrepreneurship. With updating our curriculum regularly, we try to suit the ever-changing needs of the industry”, opines Dr Raghu.

Stepping into the Future Innovation and creativity are the skills that have been most sought after from business management graduates across business and industry. ABS explores literature around theories of creative potential and performance, which include creative identity, creative mindset and creative self-efficacy. Also, ABS offers‘Creativity and Innovation in the Business Industry’ as a course for our students to enrol into. In ABS, the students are encouraged to participate in the annual start-up competition with prize money of Rs. 10,00 to Rs. 15,000 to promote entrepreneurship among them. The students also participate in business planning competitions,

Dr Raghu N Prabhakar, Director Director of Aurora Business School, Dr Raghu N Prabhakar has received his doctoral degree in Management Studies from Acharya Nagarjuna University. In his professional career, he took up research studies in Marketing, Marketing Management, Management Information Systems, and Human Resource Management. As a part of the Aurora Business School, he has been moulding many management students into a global business leader, with his unique administrative, academic ability, and ripe experience.

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which was started by the college to initiate and encourage the startup culture among the students.

During the management fests hosted by Aurora’s Business School, the students host the entrepreneurship competition, where they gain hands-on experience and an opportunity to learn. Professionals are also invited to give them a practical insight to the students. “We facilitate our students to consult non-profit organizations and small business units to understand the contributions of a start-up business and work in tandem with students as an aid in business launching and obtain results through market research”, adds Dr Raghu When it comes to finding the best employment opportunities, ABS has provided 100% Summer Internship Placements, conducted in-campus recruitment training programmes, to provide valueadded certification courses of NISM, Husys, Digital Marketing, Cambridge Business English. The students of ABS have received

Higher Education Digest August 2020

Naturally ventilated and designed to facilitate a learning atmosphere, the Aurora’s Business School classrooms provide the ambiance of the corporate world

Aurora’s Business School has made provision for a variety of sports and games facilities like Billiards, Snooker, Foosball, Table Tennis and many more

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packages upto Rs. 17.5 lakhs per annum.About 95-97% of our students are recruited in campus placements, while the rest secure their jobs through other means. “In the academic year 2019-2020, our students were placed in companies like Deloitte, IBM, ICICI Bank, Axis Bank, Karvy Stock Broking, Bajaj Finserve, Cogniz Capital, US Tech Solutions, Aditya Birla Group, Canter, Cognizant, and Wildcraft to name a few”, points out Dr Raghu.

Paving the road ahead to enter the competitive industry, ABS aims to get 100 per cent placements and increase the package average to Rs. 7 lakhs per annum. Dr Raghu concludes, “We wish to promote diversity through our campus and hence, we are planning to devise ways to attract more students residing outside of Telangana and get them to study in one of the top businesses schools in India.”

Higher Education Digest August 2020

GLOBAL EDUCATION INSIGHTS

Discovering How the Universe Works: What Can You Do as an Astrophysicist?

Dr David Bacon, Associate Director, Professor of Cosmology at University of Portsmouth

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Your research lies in Cosmology at radio wavelengths, gravitational lensing, theories of gravity and so on. Could you tell us more about the specifics of the research that you are doing now?

How will this research impact the world?

Right now, I am spending my time thinking about quite a new way to make a map of the universe. If you zoom out a ridiculous amount from the Earth to a scale where even entire galaxies are little dots, you see that those dots make a pattern.

They are not randomly spread out; the dots are in the shape of a 3D web. We will be able to make a map of this vast web using new radio telescopes because the dots give out a faint radio glow. How will this impact the world? Well, in the first instance, I see this as an essential cultural pursuit - humanity wants to understand the universe in which we live! But the data science techniques we are developing are useful in everyday life, to map and track anything from tsunami risk to cancer.

When did you start researching on Cosmology and Gravitation? What sparked your interest?

I guess the first experience I had of research in astrophysics was a summer placement at the end of the 2nd year of my degree. I spent the summer at an astronomy department at a university, doing simulations of star collisions. From then on, I was really keen to go ahead and do research, and the big questions of Cosmology were very attractive to me. I thought then and still think now, that it is completely amazing that we can aim to understand key aspects of the vast cosmos with the rules of physics - and that we can learn new rules of physics by looking at the behaviour of the cosmos.

Higher Education Digest August 2020

The Physics degree at the University of Portsmouth has been designed with employability in mind

49 Dr David Bacon

Movies like Interstellar, Gravity, The Martian and many more have mesmerised us.

Documentaries, books, and films related to this subject have made all of us feel awestruck by the sheer vastness of our universe. If you aspire to study the planets, the solar system, black holes, and other aspects of the universe, you could consider careers in space science and technology, especially careers in Astrophysics and Cosmology. “Astrophysics and Cosmology are extraordinary subjects, seeking to understand how the diverse entities in the universe behave and change. Students should study Astrophysics and Cosmology if they want to contribute to this major cultural goal for humanity, of understanding our place in the universe,� says Dr David Bacon, Associate Director, Professor of Cosmology at the University of Portsmouth. In an email interaction with Higher Education Digest, Dr David Bacon talks about his research on Cosmology and Gravitation, the importance of studying Astrophysics and Cosmology, what it takes to be astrophysicists and cosmologists, and many more.

Higher Education Digest August 2020

As the Professor of Cosmology at the University of Portsmouth, how do you integrate your teaching and research?

I love both, and they spill over into each other. For instance, as my colleagues and I discover new ways of measuring the properties of the universe, I cannot help talking about that in class. Often, it is relevant to the topic, but sometimes I just let the students know what the latest excitement is! Equally, my students often ask really searching questions about Cosmology (either in class or in their final year projects) which motivate new research.

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Exactly, what is the study of Astrophysics and Cosmology? Why should some study Astrophysics and Cosmology, and what jobs will they get after graduation?

Astrophysics and Cosmology are extraordinary subjects, seeking to understand how the diverse entities in the universe behave and change.

Astrophysics is the wider topic, looking at how we can apply and learn about physics for all the phenomena we see in the cosmos. Cosmology seeks to understand the behaviour of the entire physical universe; how did it begin? What is it made of? What does it teach us about fundamental physics? Students should study Astrophysics and Cosmology if they want to contribute to this major cultural goal for humanity, of understanding our place in the universe. But the subject also has important here-and-now usefulness, as the data science techniques we develop are useful in a wide range of areas including health science, disaster relief, and global sustainable development.

Some of our students go on to be astrophysicists and cosmologists; others make their mark in data science, industry, and teaching.

Tell us about the programs offered by the University of Portsmouth (UoP), the UK on Physics, Astrophysics and Cosmology.

What are the scopes for Indian students in these courses?

We have two degrees programmes in this area: Physics and Physics with Astrophysics and Cosmology (PAC). Both programmes can be taken to BSc level (3 years), or to MPhys level (4 years).

These courses will prepare you for a wide range of physics careers and have many courses in common in the first two years. In later years, Physics has a stronger emphasis on topics such as Quantum

Higher Education Digest August 2020

Mechanics and Computational Physics, while PAC leans more towards astrophysics. Indian students are strongly encouraged to apply; the University has an Indian office who can help you with the process.

Just an example: an Indian final year student last year did a very successful 6-month project with me, looking at theories of Dark Matter.

How is UoP uniquely positioned to prepare students for working in a variety of industries – from aerospace to finance?

The Physics degree at the University of Portsmouth has been designed with employability in mind. We have an advisory board composed of people from numerous industries, informing us about what employers are looking for from Physics graduates, and this directly feeds into how we teach the course. Students can do few-month or yearlong projects with major companies, which open the students’ eyes to how their Physics skills are highly desirable in the real world and are a significant step to a job through providing documented experience and great reference letters.

What is your advice to the students who want to pursue a career in the field of Astrophysics and Cosmology?

This is a great ambition to have - there is so much that we do not understand, which the next generation of physicists will hopefully clarify by making major new discoveries! I recommend working hard at your Maths and Physics courses; read popular science books on astronomy; then aim to take a degree in Physics, specialising in the later years of the degree in topics with an astrophysics theme. This puts you in a good position for joining a PhD programme in which you will do cutting edge research of your own.

About Dr David Bacon Dr David Bacon studied Natural Sciences at the University of Cambridge, and then joined the Institute of Astronomy in Cambridge for his PhD, which he received in 2002. He was awarded a PPARC research fellowship to carry out research at the University of Edinburgh, followed by an STFC Advanced Fellowship in 2004. Dr David Bacon joined the University of Portsmouth in 2007 as a Senior Research Fellow and RCUK Academic Fellow, becoming a Senior Lecturer in 2012.

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Higher Education Digest August 2020

ACADEMIC VIEW

Adoption Digital Tools in Education and the Repercussion of COVID-19 on Real Estate Job Aspirants Ashwani Awasthi, Managing Director, RICS School of Built Environment

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OVID-19 has literally changed everyday life all over the world.

To ensure the safety of the students, education institutes had to close their doors to physical classrooms. This happened at a time when institutes were finishing the syllabus and preparing for the exams. Suddenly some institutes found themselves grappling with swimming upstream in troubled waters as they had to scramble to finish the syllabus. In contrast, others could manage to switch to online classes almost immediately. I’m proud to say that RICS School of Built Environment was one of the first institutes to adapt to the online mode. We did not lose even a single day of the academic session as from day one we followed our regular academic timetable for the virtual classes.

Though the outbreak of the pandemic is miserable, it has provided an opportunity to test how technology can contribute to delivering an uninterrupted education experience. Institutes who were still reluctant to accept technology have had to rethink their business continuity plan and increase their focus on technology as an alternate mechanism for education delivery. The current online classes are like a pilot project for institutions and an opportunity for them to push their boundaries and test their scope and capability in remote education. For some, it has been a pleasant experience, and others have found it to be challenging. It will take a while to figure out what works for them and what does not. The system per se is still evolving, but the availability of technology will help to iron out any creases.

However, to maintain a continued interest in online education, a lot of content needs to be digitized and made more engaging. There will have to be a significant investment in good quality e-learning programs, development of e-books, graphics, online micro-courses, and e-notes etc. Some more thought needs to go into how student-

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The world is moving towards digitization, and the education industry cannot isolate itself from this trend

53 Ashwani Awasthi

Ashwani is the Managing Director for RICS School of Built Environment, India’s first and only school that is offering internationally accredited Postgraduate and Under-Graduate degrees in Construction Management, Quantity Surveying, Real Estate & Urban Infrastructure and Facilities Management. As the MD of the School, Ashwani is responsible for the overall direction, strategy, and growth of RICS School of Built Environment in India.

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teacher interaction can be maximized online. But yes, going forward, more and more institutes will be looking at delivering several their courses online and this accelerated interest by institutes will ensure that digitized education is here to stay.

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Embracing the New Norms They say a crisis brings in its wake sweeping changes, and that is what COVID-19 did with the education sector. Till Coronavirus invaded our lives, institutes were comfortable and perhaps complacent in their space of the conventional in-person teaching methods and did not accord enough importance to online learning and e-learning. They were very reluctant to accept and adopt technology to bring about a much-needed change in the system. However, the pandemic compelled the institutes to fast forward and adopt technology almost overnight and rethink their policies on online education as it became the only means to ensure continued learning. While initially there was some resistance to online teaching, however, later the acceptance levels improved as there were no other options available for the delivery of the courses.

The world is moving towards digitization, and the education industry cannot isolate itself from this trend.

To be relevant, it will have to accept the changes and use technology as an integral part of its mainstream operations. Indian universities may also follow the lead taken by many universities in USA, Australia, and the UK in launching online courses along with the physical face to face programs that they are already running to ensure that education can reach a wider audience.

At RICS SBE, the students did not face any disruption in their learning process. We were one of the first institutes to harness technology to create virtual classrooms to ensure the learning progress of the students is maintained despite the pandemic. We are converting our physical laboratories to virtual laboratories to ensure the students have access to very specialized industry-related software and technology tools remotely which they have otherwise been learning only using physical laboratories available on campus.

As an industry-focused institute, we are ensuring that the entire component of industry-based learning is not missed out due to the pandemic. We are ensuring that the sharing of practical knowledge by the industry experts along with student interactions is made available to the students using various technology platforms.

Besides, we realize that some people who are already working in the industry and are keen to upskill themselves to improve their career progress, however, cannot leave their jobs to enrol for an on-campus face to face program.

We are looking at converting a few of our programs and

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courses into distance learning mode so that working professionals can benefit from them and upgrade their competencies. At the same time, they continue to be in full-time employment in the industry.

Online Learning – A Threat to Convention Education?

There is no denying the fact that presently, to keep our students safe and healthy, we have had to transition from conventional face to face classes to virtual classes in realtime. While the switch has been smooth and seamless, I do not think we are ready to do away with the traditional educational institutes just yet.

Knowledge can be transferred online. However, it is challenging to deliver skills and competencies online, and we would need face to face interaction on campus to achieve the same. Teamwork, leadership, soft skills can be better-acquired face to face than online. There are pros and cons to both methodologies and going forward, I think institutions will utilize a blend of both the systems.

An increasing number of higher education institutes will strategize to make online education a core priority and not an option. There will have to be a seamless integration of classroom pedagogy with e-learning modes. Classroom interactions could be used more efficiently by consecrating them for debates, discussions and problem-solving.

Students can use their time more effectively and spend more time on research and practice.

As we are aware, India is facing a shortage of good quality higher education institutes, and the number of colleges is already insufficient to meet the current educational demands for a country with a large youth population. According to Indian demographics, the student population is expected to increase substantially. The adoption of the online teaching model could be an answer to this problem. The government of India also perhaps sees digitized education to expand the reach of higher education as for the first time it has permitted universities in India to offer online degrees. The government is also planning to increase the online component in the currently run face to face programs to 40 per cent of the total program, making it a blended learning program, which is a step in the right direction.

Impact of COVID-19 on Real Estate Job Market COVID-19 is spreading across the world like a jungle fire.

Its impact has been felt across the globe and industries as well. Nation -vide lockdowns and adherence to social distancing norms have brought the entire world economy to one of its worst recessions. Every sector is struggling for survival, and the real estate industry is also not insulated

The built environment, comprising of construction, real estate, and infrastructurerelated activities, is a significant contributor to the GDP of India and provides employment to approximately 50 million people in the country

from the same. The launch of all new projects by the real estate developers is currently on hold and under review.

Given the uncertainty of jobs of prospective buyers in the current market conditions impacting their buying decisions, the real estate developers will focus more on completing their ongoing projects than new launches.

To reduce the impact of COVID 19 on the sector, the Government of India allowed resuming the construction activities across the country. However, since the construction industry in India is heavily dependent on the skilled and semi-skilled workforce, their non-availability on site is also not helping the industry. Majority of these construction workers were migrants and had come from different states, the fear of losing their life due to the pandemic forced these workers to return to their home states causing scarcity of labour on the construction sites. This, however, seems to be a short to medium-term challenge as most of these workers had migrated for better job prospects to provide a better livelihood to their families. Since their native places still do not provide them with an excellent job opportunity to earn their livelihood, they are bound to return as soon as the COVID problem subsides.

The current pandemic caused by COVID-19 may hurt the real estate job market for 18 to 24 months. However, it will surely bounce back after this period. Moreover, we need to understand that India is a developing economy which is being viewed more keenly by international players for various manufacturing and services related activities after a negative sentiment that developed against China on COVID-19. I firmly believe that in the postCOVID-19 era, with an increased requirement for the built space, demand for professionally qualified individuals will remain very strong. However, there will be an increased focus on digitization and technology in the majority of the job roles.

Addressing Demand-Supply Gap in the Real Estate, Construction, and Infrastructure Sector built environment, comprising of construction, real estate, and infrastructure-related activities, is a significant contributor to the GDP of India and provides employment to approximately 50 million people in the country.

However, there is an 80 per cent gap in the demand and supply of skilled professionals in this sector. This gap continues to increase with the increased demand for built space.

Till a few years back, the sector was mostly unorganized till the government recognized the importance to regulate the industry and make it more transparent and investmentfriendly by setting up the Real Estate Regulatory Authority

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(RERA). This has further increased the need for skilled professionals in this industry.

RICS School of Built Environment was set up to address this massive skills gap that existed in the sector. To bridge the gap, we launched an industry-focused practice-based postgraduate and undergraduate courses in Construction Project Management, Quantity Surveying, Real Estate & Urban Infrastructure and Facilities Management. The curriculum for these courses is prepared with strong input from the industry. It is also delivered to the students with the active involvement of the industry experts. The two months of internship and regular industry visits combined with hands-on training in the latest industry-related software also help our students in their industry orientation. As a result, when they step into their jobs, from the very first day of joining, they start adding value to their organizations. This has helped us in becoming the preferred choice for recruitment by the industry.

Furthermore, we also undertake several specialized and customized training in the built environment domain for the industry for upskilling the working professionals to ensure they are prepared to meet all the current and future needs of the industry.

Students of RICS School Built Environment undergo their summer internship as a mandatory course (part of the curriculum) during their MBA & BBA Programs. The students are assigned to a Firm and an Industry mentor for eight weeks under the supervision of a faculty guide and an industry guide.

The expectation from a student during the summer internship is to get exposure to real-time industry processes, activities, develop skills and apply knowledge learned in the classroom and become part of the organization by delivering assigned task by the Industry mentor. After successful completion of the summer internship, the student submits a project report reflecting their internship experience demonstrating how they have achieved the learning outcomes. Many organizations appreciate the skills and competencies of the interns and provide them with pre-placement offers as well.

This year due to the COVID-19 situation and the prevalent lockdown we were constrained to organize the onsite internship or at company office location however we did not allow these conditions to adversely impact the practice-based learning of the students. We innovated and quickly converted the industry internship into a research-based industry internship to be conducted from the safe environment

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of the student’s home. The internship was based on live industry problems or issues that were proposed by the built environment organizations located within and outside India. The students were required to conduct the research internship under the guidance of a faculty and industry guide. We are awaiting some high-quality research to be generated during the internship period that can provide a solution to some of the industry problems along with finding a place in top tier international journals. The missed opportunity of site exposure and industry visits due to the lockdown is planned to be provided to the students during their 3rd and 4th semesters. These research topics of the internship can be further chosen by the student as their capstone project, which will be pursued in their 3rd and 4th semester.

Opportunities for Indian Universities PostCOVID Indian university education should make a strategic shift in its current approach to learning. They should use this opportunity presented by these unprecedented times and make the much-needed changes in the system. The universities must make greater use of technology to deliver their courses and better prepare their students for this ever-evolving technology-dependent world. To attain this objective, they will have to offer a more evolved learning and teaching model that has more authentic assessments, individualized lifelong learning and face-to-face delivery merged with technology in a multi-modal delivery format. When the COVID-19 hit universities, they quickly moved to remote learning using adapted teaching materials that were not purpose-built. In the post—COVID era, universities will need to purposebuild learning materials for this hybrid multi-modal delivery for enhanced student experience.

We also need a mindset change in the universities.

The system needs to let go of its inherent rigidity and become more flexible thereby allowing professional bodies and industry to partner in the delivery of the education programs making them more practice and application-based.

It is understood that in this new uncertain world, industries will change, some will fade away while some new ones will spring up. The Indian universities will have to rise to the occasion and play a key role in educating and providing an adaptable, creative, and resilient workforce to take up opportunities in these new and emerging industries in the global arena. (As Told to the Editor)

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INDUSTRY PERSPECTIVE

What Type of Skillsets Hiring Managers Are Looking For, at the Time of Coronavirus

By Vikram Wadhawan, Founder & CEO, Vasitum

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OVID-19 is transforming the working landscape around the globe. The pandemic has given a severe jolt to the recruitment industry, but hiring continues. It has forced organizations into perhaps the most substantial social experiment of the future of work in action, with social distancing and work from home policies radically changing the way we work and interact. This impact on employment is far more profound than just changing where people work; it also fundamentally alters what work is performed and how we perform it.

As novel job opportunities begin to emerge, the workplace environment is evolving, and also, the skills required by the companies. Here are the skill sets hiring managers are looking for at this present scenarioAdaptability and Flexibility Being flexible and adaptable is something we have all had to get used to over the last few months. But it’s also a necessary skill that every hiring manager will be keeping an eye out for.

As businesses worldwide see a stark surge in the number of employees being able to work from home, this new way of working will likely last even after the pandemic passes. Being flexible in work was once aligned with geographic mobility, but now it is about being able to work well under pressure, having an open mindset, adjusting to new and unexpected deadlines, and, in some cases taking on additional responsibilities. It will make people with the skill to adapt quickly to changes, a great value to their workplaces.

Tech Savviness To acquire technology skills is one of the best ways to prepare yourself for a post-coronavirus-world. The outbreak has accelerated

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Individuals with strong EQ will be yearned by organizations of all sizes and in all industries

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Vikram Wadhawan

A visionary in his ideas, Vikram Wadhawan is the Founder and CEO of Vasitum.

A firm believer of “don’t preach if you can’t deliver”, Vikram is spearheading the business with his innovative strategies and growth-oriented skills and abilities.

Starting his journey in 2001, Vikram took a plunge into entrepreneurship in 2004, turning into a serial entrepreneur with over 15 years of senior-level management experience now. His entrepreneurial projects started in the corporate training industry, which drove him to form Maven Workforce in 2008, a leading recruitment &executive search firm. He led leadership teams responsible for advancing the operational performance and profitability of the firm.

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To acquire technology skills is one of the best ways to prepare yourself for a postcoronavirus-world

Higher Education Digest August 2020

Vikram Wadhawan

the desperate need for specialist digital skillsets to help businesses become more aligned with today’s myriad technologies and platforms.

One should have a solid working knowledge of data literacy, big data, computer programming, the Cloud, artificial intelligence (AI), blockchain and more, will help catapult your profile above the rest.

Currently, you need to be comfortable with these tech agents as well as be able to work with them productively. It is therefore essential that people develop an aptitude to learn new technologies and develop the skill to use emerging tools in their work effectively.

Communication skill During the pandemic recovery phase, brand messaging and communication skills will be in high demand across industries.

As the companies embark on a new business chapter after the coronavirus crisis has passed, brands will have to transform their messaging to meet the new mindsets and unique needs of their clients and consumers. At such a scenario, people with content strategy, creative writing, and concise digital copywriting skills will be required to provide transparent, personalized information, to drive brand reengagement.

Leadership When a ship is in trouble, only an able captain can sail it through hydraulic tides. During this time of crisis, people with strong leadership qualities are required by hiring managers who can lead a team to success.

The gig economy is only going to thrive post coronavirus,

and people will be working in more fluent teams and diverse environment.

Therefore, professionals with profound skills in leadership, including how to bring out the best and inspire teams as well as promote collaboration, will be in demand.

Emotional Intelligence Closely connected to leadership is another skill that is even more valuable in uncertain and challenging times: Emotional Intelligence (EQ). To have good emotional intelligence is to be aware of, and demonstrate empathy for, others’ emotions and behaviours which is crucial, especially when people are feeling uneasy. At times when people might feel uncertain about their job and the future of their business, it is critical to connecting with people on an emotional level. Individuals with strong EQ will be yearned by organizations of all sizes and in all industries.

Creativity and innovation Machines and digital technologies are taking on roles in analytics and business operations, but however, human beings are still unique in being able to think outside the box.

Creativity is essential across every industry and sector. In the present scenario, the business landscape is evolving rapidly. For example, anyone aspiring to work in the business will need to be able to tap into their creative mindset to steer a business through several challenges and opportunities.

Human ingenuity is required to invent, dream up new products and ways of working. Therefore, making human creativity an essential factor.

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INDIRAPURAM INSTITUTE OF HIGHER STUDIES

SHAPING STUDENTS INTO TOP-NOTCH INDUSTRY

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escribing the growing trend towards automation and data exchange in technology and processes within the industry, Industry 4.0 is something that needs to be adapted into Higher Education Institutions to change and subsequently upgrade their programs to equip students for the highly digitized and automated environment. Smart education would be a natural progression in Smart cities, a framework for which is still emerging but would require preparing academicians for this digital transformation. “The universities and academicians need to understand that the students should be encouraged to develop a new mindset and to be ready to adapt changes brought by Industry 4.0 as quickly as possible�, opines Prof. (Dr.) Sharad Kumar Goel, Director, Indirapuram Institute of Higher Studies (IIHS).

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Taking the principles of Industry 4.0 into account, the academic curriculum is redesigned regularly at IIHS. Merging theory with practices and the concepts of information technologies incorporate virtual resources, virtual learning environments to transfer and develop knowledge and skills. “To provide the latest practical knowledge to the students, we host guest lectures by renowned industry experts regularly.

Internship in the industry also makes students abreast with the latest trends and technology. National and international industrial visits, conferences & seminars are also organized. The

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development of soft skills is encouraged as they are demanded by the advanced automated industry. This also ensures job opportunities for humans rather than machines�, opines Prof. Sharad.

One of the 10 institutions in Delhi NCR, Patna, and Ayodhya, IIHS was established with the motive of providing a platform of learning to the students and hone their skills in the field of Management, Information Technology, Commerce, Mass Communication & Journalism so that they can reach the zenith of success in their career.

Envisioning to develop professionals who are committed to excellence in their endeavours through continuous competency building, IIHS aspires to encourage, support and celebrate intellectual curiosity and impart valuebased education for the purposeful citizenship and socio-ethical leadership. “We are committed to a long-term mission of grooming professionals par excellence. We aim at empowering students of business with the knowledge, skill, attitudes, and learning experiences, which are a prerequisite for transforming

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them into inspired and responsible leaders who create value in their respective industries, service, business, and occupation and influence economic growth and societal advancement. IIHS motivates them to grow academically, professionally, socially as well as spiritually in a stimulating campus environment�, opines Prof. Sharad.

Embracing Remote Education Currently, going digital is an immediate, effective, and a necessity in the education sector. To ensure continuity in learning, institutions are required to develop robust online platforms urgently.

With the admissions for the upcoming academic year being full of confusion, A considerable drop can be expected in enrolments for higher education and more challenges can be faced with tuition fees and other infrastructure costs. On the other hand, more cost-effective programs with reformed fee structured can be created.

A blend of e-learning and mainstream face-to-face teaching with a boost from traditional universities

With a vision to serve as an intellectual resource base in India, IIHS maintains the standards of excellence in every aspect of operation and is fast becoming a role model for newly emerging centers of quality education

and the ed-tech sector can be seen post-pandemic. There will be a constant need for Innovative collaboration and alternative paradigms to drive learning, research, and teaching. Sharing of knowledge between institutions globally through joint-teaching, virtual guest lectures, etc. could give students an enriched global perspective in these difficult times. “We are completely geared up to face these challenges. We have revived our curriculum as per the online format. The faculty is being called upon to redesign e-course content to meet the current and future needs. With our highly qualified, experienced faculty and effective tools, we can ensure that students stay motivated, involved, and active in the learning process�, adds Prof.

Sharad.

With the Pandemic causing the institution to immediately shut down and shift to online teaching, IIHS hardly had enough time to plan, prepare, and to reflect on the potential risks or opportunities. With poor connectivity and other technical difficulties along with a large section of students from underprivileged backgrounds living in remote areas having no access to the internet, the institution did not have the required infrastructure and the curriculum for online learning ready initially. This dull format created the risk of most of our students become passive learners. The majority of them were observed getting frustrated, de-motivated, and eventually losing interest due to distractions, low levels of human contact, and attention span. “To reach out to the students,

Prof. (Dr.) Sharad Kumar Goel Prof. Sharad Goel has earned & awarded Doctorate of Philosophy (PhD) in Business Administration & Commerce and done PostGraduation in Business Management (PGDBM) from the Institute of Management Technology (IMT), Ghaziabad. He has served the Indian industry for 20 years before coming to join full-time academics in 2002. He has having a total work experience of more than 35 years in Teaching, Industry, Research & Consultancy.

Before his joining at IIHS he has served as the Director & Sr.Professor at Various leading B-Schools & universities like : IMS , Jaipuria Business School , University of Petroleum & energy studies ( UPES) etc. He is regularly delivering lectures on domain areas of Strategic Management, Energy Management, Airline Marketing, CRM, Marketing & Sales, IB, Logistics management, FMCG Marketing, and Digital & Internet Marketing. Prof. Goel is also engaged in Training, Research & Consultancy in the area of Energy business and FMCG Marketing. He has edited chapters, done Reviews & written 12 books and presented over 100 papers for publications in UGC care , Scopus & filed Patents.

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IIHS conducts international study tour to enrich the students and the faculty member with a lifetime experience

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our committed faculty quickly learned the technology and followed the innovative means like online classes, video lectures, video links, online tests, and assignment submissions. Students are equally appreciated for their active participation. They were kept motivated so that they can learn with all zeal and vigour. After completion of the syllabus, an online exam was conducted for all courses through the IIHS online exam portal. The entire teaching-learning and evaluation process was completed successfully during lockdown”, says Prof. Sharad.

One of the most significant challenges witnessed by all, IIHS is taking all the measures for community awareness and safety to fight the pandemicPandemic. The institution has adopted online learning platforms to impart education to their students, and regular sanitization of the entire campus has been done post lockdown. Accepting Social Distancing and Digital Proximity as the new normal, Prof. Sharad adds, “Social and digital media are being used extensively for awareness about safety measures to parents, students, all associates, and stakeholders. Further, to maintain social distancing, our faculty and staff have been called to perform their duties on a rotational basis.”.

To maintain continuity and enhance the quality of business education, IIHS has offered value addition for students through user-friendly technology provided by several online meeting apps like Zoom, MS Team, Google meets and Webex, etc. To ensure student engagement and knowledge enhancement, weekly online quizzes in the different subject domains were conducted, and an overwhelming response has been received from across the

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country. 45 days of online training in retail management was successfully arranged in association with Elena retail training of Future Group. “Students have undergone online summer internships, done research projects, and submitted project reports to the respective faculty mentors. During this process, students were kept in touch by the faculty mentors for guiding report writing and for periodic review.

Viva voce of the dissertation submitted by the students was also conducted successfully through online mode”, says Prof. Sharad.

A Stepping Stone to the Industry World With the fast evolution of the business environment and the vast transformations throughout the academic realm, the importance of industry-academia collaboration has increased more than it has been. The robust industry and educational partnerships have become a need for a developing country like India. This collaboration would not only enable the growth in the education system but also lead to innovation and production of an employmentready workforce. “In our endeavour to this direction, we have collaborated with many top-notch companies like LG, Patanjali, IIFM, Future Group, etc. The Companies are benefitted to have access to the latest research results and innovative new methodologies by IIHSians. in return, they are getting hands-on training and business insights from the companies. This interactive approach helps make the budding managers ready to be absorbed by the industry and achieving employability to a great extent”, adds Prof. Sharad.

Despite this critical time, IIHS has achieved 100% placements for its students in the industry.

“Students appeared for campus interviews in Urban Clap, Tommy Hilfiger, HDFC Life, KPG99, Denawe India, Service Kaart, Dyfolab, Lenovo Motorola, etc. Six students got placements in HDFC Life and Amazon, whereas eight in KPG99. Two students are recruited by Service Kaart whereas four by Denawe India. One student got hired by Lenovo Motorola. One student got hired by Byjus. All these students were placed through campus placement drive whereas four students were self-placed”, quips Prof. Sharad.

Getting students ahead of the race of employment, IIHS’s collaboration with industry mentors from ITC, Amazon, Coca Cola, and many more, ensures that students experience the corporate structure, life, and culture during their journey of 2 years in the institution. This helps students understand the industry structure and workings of different sectors of the industry even before their professional life starts.

“Besides customary management education, IIHS induces entrepreneur skills in its students to unlock their leadership quality and analytical abilities. They acquire the skill set not only to become employable in any company but also to start their venture”, adds Prof. Sharad.

Using several active learning techniques to engage students, and encourage innovation and creativity, IIHS has implemented a design thinking process to acquaint students with the dimensions of creativity through brainstorming, perspective taking, metaphorical/analogical thinking, and sensory creativity. “At the same time the students are advised to have perseverance, patience, and preparation as these are the prerequisites for creativity”, says Prof.

Sharad.

Majorly focusing on acquiring prospective students, revenue generation, and maintaining sustainability, IIHS plans to revamp their branding and positioning through pricing strategy, cost reduction, and collaboration with industry for achieving the objectives of training development and employability of the students. IIHS is also developing strategies to ensure that no seat is left vacant. To improve academic quality, IIHS is all set to offer value addition programs in Data Analysis, Digital Marketing, Cloud Computing, Banking & Finance, etc. “We are also initiating value addition courses in Human Values so that the students not only become the effective professionals but also the good global human beings”, concludes Prof. Sharad.

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INDUSTRY PERSPECTIVE

The Future of Learning: How Has COVID-19 Changed the Education Forever Girish Sharma, Founder, Edubull

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n the wake of COVID-19 crisis, India is witnessing eLearning boom.

All around the world, schools, colleges, educational institutions, are leveraging online learning platforms, thereby continuing the teaching-learning process. This move has changed the concept of education overnight, and digital learning has emerged as an absolutely necessary resource for education.

The great thing is that India is well prepared with the extensive and robust 4G Network and affordable data, in virtually every part of the country. Even more impressive is the smartphone adoption, which further accelerates the adoption of learning infrastructure. The digital technology with easy access to the internet has brought remote learning opportunities, virtual classrooms, and access to high-quality education even in rural and semi-urban locations. In the current scenario, elements such as location, language and financial resources are no longer a barrier to avail excellent education. This is an ideal time for us to experiment and accept technology and make education delivery seamless for learning. Overall, eLearning holds excellent potential for India, and it may change the landscape of education forever.

The concept of eLearning has been around for decades. Over time, the idea and execution of learning using the internet have changed drastically, however, with these changes, certain myths have also developed. First being - online education is an expensive model.

On the contrary, online learning is not high-priced at all, it depends on various facets that determine the cost, being the type of degree, certification, and so on. There is in fact far too much of investment required in conventional traditional classes, owing to the amount of its infrastructure, manpower and supplementary costs adjoining the same. Nowadays, even the remotest part of the country has access to smartphones and internet, making online learning rather affordable.

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Ed-tech in India is a vast market which is growing every day; COVID has only accelerated the process of acceptance among people

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Girish Sharma

Girish Sharma, a first-generation technology entrepreneur since the beginning of his career, is the founder of VISIONnet, the first in India to launch the CBT’s, which was founded in 1996. In the Year 2018, he founded EduBull, one of the largest e-Learning Platform and Learning App. He has been in the EdTech Industry for over 25 years, and he brings insurmountable experience and leadership to the team.

Higher Education Digest August 2020

today’s era. Understanding which, schools need to adapt accordingly. Schools need to invest more in teaching and learning technology and incorporate it, into their day-today working, that engages and helps students to better solidify and retain knowledge.

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Today, the sudden shift from classroom learning to e-learning has been quite challenging not just for the educational institutions and teachers but also for parents and students

The second biggest myth is that degrees and certifications obtained via online courses are not credential; however, this notion is far from the truth. In reality, degrees and certification obtained via online learning and offline hold the same value. It varies from institution to institution, and the platform is generally affiliated with them. However, thorough research is something that students need to do at their end, to check for all the accreditation and credentials before registering for a course.

For Schools, utilizing innovative technology shall play a huge role in enabling quality education, which shall be accessible to all. Schools should now start adopting VR and AR technology to evolve from the traditional model and build a robust online infrastructure. Currently, the pace at which people are gaining knowledge has been substantially growing, and so have the needs of students in

Higher Education Digest August 2020

Responding to the Lockdown Long before the Lockdown, Edubull has set a learning platform with content for every learner and teaching technology for every tutor and educational institution. We have been providing e-learning for schools, test preparation, skill development, and job preparation, with courses that cater from the Age 2 to 70. What stands Edubull apart from the cluster of online education platforms, is that we have a simplified and affordable model starting from Rs. 999/that has made quality education available to everyone, everywhere.

Today, the sudden shift from classroom learning to e-learning has been quite challenging not just for the educational institutions and teachers but also for parents and students. Balancing the needs of all has been quite a mammoth task. Institutions have been grappling to get a hold of this new mode of learning, starting from conducting live lectures via third-party apps, to uploading study material, and the imperative need of connectivity. To bridge this gap, apart from our existing learning platform, we have also launched ‘E-professor’, an app that enables education institutions to go online seamlessly. The app facilitates both teachers and students with a platform

Girish Sharma

where they can interact, however through the digital medium for further learning.

E-professor technology, the first-ever in India, shall empower Institutes with versatile online learning, administrating, teaching and communication tools.

Under the app, teachers and institutions, can upload courses, create virtual classrooms for live teaching, share assignments, collect responses, create exams, and track progress/attendance all on one interface. The app blends learning and Live teaching in HD with an integrated virtual classroom, enabling 2-way video and phone call option, whiteboard teaching, screen sharing, chats as well as lecture recording. Designed with the individual dashboard; admin, teachers, students, parents, each of them having access to tools to moderate and monitor.

Amid Covid19 crisis, the e-professor technology aims to simplify and digitize learning. We aim to create an opportunity and a more straightforward way for schools to function online, even post COVID19.

E-learning Trends to Follow EdTech has always been a source of innovation, enhancing education. During this pandemic, it has put forth advancements that have not only transformed the classroom learning experience but have also changed the way lessons are conducted. AI has played the most fascinating role in enhancing and personalizing education among students. AI is also used in EdTech to automate critical activities such as grading and providing feedback on areas that need improvement. Another innovative technology used by EdTech platforms is cloud computing which has enabled access to hightech education to all. The anytime-anywhere access to information stored in remote cloud servers of an EdTech platform has made it conceivable for students to experience advanced learning seamlessly. It has been one of the critical aspects of accelerating online learning.

The key trend of e-learning in 2020 would include the need for up-skilling courses with curated and usergenerated content, which has been in demand with people learning and working remotely. This shall determine the most effective content that would match the student’s needs efficiently, resulting in positive user engagement and therefore, an optimum outcome. As technology develops, these new trends shall develop, but the pillars around which it will advance would be customized learning, accessibility, engagement, and user-centric learning.

India’s EdTech industry ranks the second largest in the world, and its penetration in the country has further increased due to COVID-19. Owing to this, even the

post-COVID landscape, shall gain excellent traction and there will be no looking back for this sector, even if the graph smidges, with educational institutions reopening. People are now more sensitized to the concept of e-learning, as affordability and a broader scope of quality education are the benefits that come along with it.

Overall, people are now more inclined to online learning. We at Edubull shall be working aggressively towards developing accessible quality education, via our platform along with foraying into working with the educational institutions who intend to go online or develop their own model.

My Advice to the EdTech Companies and Educational Institutions The future of the EdTech market looks promising and shall be advancing in terms of technology. We do see a lot of new players entering the market, seeing its future. However, only the platforms that can adapt to the changing times and develop feasible solutions, that shall rightfully meet the needs of the evolving learners, will soar through. Traditional learning has somewhere created a constricted environment for students, and they want to explore a rather engaging content that is customized as per their needs. Further to this, technologies such as AI, AR, VR, MR, and use of voice interfaces shall gain immense momentum, thus, creating a space for collaborative learning in the ed-tech market.

Our advice to the emerging startups in this space would be to ‘rightly anticipate the needs of the future’.

Ed-tech in India is a vast market which is growing every day; COVID has only accelerated the process of acceptance among people. So, the apt action for the startups would be to not just prepare for the demands of the present, but also to gear up aggressively for that of the future.

India has a dynamic education system, collaborating with new-age technology can be a useful tool to help increase efficiency and engagement among communities.

Adoption of right tools would enable enhanced teaching, thereby raising student’s accomplishments. Hence our advice for the educational institutions shall be to digitize themselves, and get a foothold in the tech space sooner rather than later so that they can provide their students with the kind of education that enriches their quality of cognitive as well as vocational capabilities. For technology partnerships, institutions should look at it as an important investment towards their student’s future and not compromise on the quality and expansion in this area, as it has become a necessity in today’s era. (As Told to the Editor)

Higher Education Digest August 2020

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INDUSTRY PERSPECTIVE

Sports Combined with Education: A Realistic Edge to Virtual Learning Divesh Bathija, Founder, Unmath School

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he lockdown situation has necessitated the closure of educational institutes across the globe. Owing to the same, the Indian government is allowing educational institutes to offer online education for the current academic year. Right from primary students to university students, everyone is opting for virtual education.

Learning is an experience which can be effectively disseminated through online and offline methods. The core definition of learning is an experience, for instance, books can only explain the techniques on how to swim, but the only experience can help you learn swimming.

Similarly, just by-passing knowledge, students might be unable to process it without experience. Before this pandemic, everyone had personal choices of virtual learning, but the COVID situation has made the choice a necessity. With students sitting at home, remote learning has become the need of the hour to start with the academic year. The government has realised the importance and relevance of virtual education. Further to this, the draft version of the new education policy by the government of India outlines the important role that online learning could play in reforming India’s education system in the near future.

Classroom setting has an advantage of students mutually exchanging ideas during discussions in a room. Considering the recent times, virtual learning is the perfect alternative with immense potential

Higher Education Digest August 2020

In the past few years, the trend of including digital or video games in educational settings has gained the attention of people working in the education industry

73 Divesh Bathija

Divesh Bathija is the founder of Unmath School headquartered in Mumbai. The objective was to re-approach the crucial but much-misunderstood subject of Mathematics.

His initiative of creative Mathematics curriculum has been implemented at over 150 schools across India, UAE, Nepal and Sri Lanka over the last 8 years and has trained over 50,000 students and mentored over 5000 teachers.

Higher Education Digest August 2020

The pandemic situation is a crucial time to teach students to adapt to the changing environment while analysing the risks and what better way than Cricket which involved both decisionmaking and calculations

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for everyone in the education eco-system for building experiences on virtual platforms and create classrooms without any walls. From our personal experience, we have evolved in the current situation transforming from offline to online for making the learning experience meaningful for students. We innovated our math teaching approach with India’s most celebrated sport, i.e. Cricket, and merged it with the most dreaded subject – Math. The pandemic situation is a crucial time to teach students to adapt to the changing environment while analysing the risks and what better way than Cricket which involved both decisionmaking and calculations. The pre-recorded sessions on the cricket experience by the international former Cricketer Ajit Agarkar help students to build on their personality and solve their math anxieties.

Most children develop an understanding of addition and subtraction through everyday interactions. Similarly, building a strong math skills foundation in early childhood will help students in career growth in the future. Cricket experiences like applying math equations for improving the performance and pace during a critical over in a live match will help students understand the relevance of mathematics in every life. In an everyday routine, mathematic equations are applying to calculate the risks, outcomes, etc. Therefore, making the foundation strong helps in future growth and success. The online CricketMath program is conceptualised to help the students even in the remotest locations.

Virtual learning allows students from locations across the globe to connect, share ideas and explore abundant ways through peer learning. Before the COVID-19 situation, the exchange programmes were popular but post the pandemic, online platforms provide great access to connect on a real-time basis. Game-based virtual learning

Higher Education Digest August 2020

helps foster new teaching and learning approaches for building a better education eco-system. Through our online program, we have observed that students analyse matches, visit stadiums across the globe and create experiences and visualise their concepts. We have designed our boot camps in an interactive way in which a learner watches a match and visualise the concept using their analytical mind to solve the math problem.

In the past few years, the trend of including digital or video games in educational settings has gained the attention of people working in the education industry.

In the year 2019, the government had implemented a new policy, under which all school-going athletes who join national training centres will be provided tuition in mathematics and other two key subjects. Therefore, understanding the importance of sports in our country, we have combined Cricket and math for the well-rounded development of students. It helps in imparting knowledge through a connection, especially conducive to the learning needs of students. From run rates to bowling speed to a degree of spin to batting average and scores, the sport is all about numbers and so associating it with mathematics will make it enjoyable for students to learn and understand the subject better. Sports is the perfect blend of decisionmaking, handling pressure, managing conflicts, creativity, flexibility, relationship management, time management and project management skills. These are skills required to be future-ready, and hence a course like this is a great way to induct students into a smart curriculum.

For math subjects, the teaching process is not just through lecture-based methods. The concept needs to be visualised with the help of life-experiences, and virtual learning will aid significantly in developing the intellectual growth of students.

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Higher Education Digest August 2020

INDUSTRY PERSPECTIVE

COVID 19 and the International Education Puzzle Dr John Franco Tharakan, Founder & CEO, Be-Ivy Education

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he COVID-19 public-health crisis and resultant economic impact have upended industries and institutions globally. Global education leaders made a quick shift to remote learning to end the 2019 academic year. Their next challenge looms ahead – enrolments for 2020. Although we are a couple of months into this pandemic, there is still so much unknown about the virus that parents and students are hesitant to believe that education on campus would be safe at least till next summer. This fear is confirmed by the fact that in a recent survey, 89% of college presidents in the US have ranked student enrolments in fall 2020 and summer 2021 as one of their main concerns.

The predictive-enrolment models that leading education institutions have used to plan classes, enrolments and financials no longer hold good in a COVID-19 and post- COVID-19 world.

What matters now is the ability of institutions to ensure that they can continue educating students with the same ethos in an inclusive manner while keeping them enthused about the learning process.

Making sure that this is done in a financially sustainable way becomes important as tuition and fees account for 26% of college revenues in four-year degree programs in public institutions and 35% in private non-profit institutions in the US. The financial impact of COVID-19 will affect the ability of students to pay, and this has to be factored into their calculations.

The current enrolment number of students has not changed significantly compared to last year. However, there are indications

Higher Education Digest August 2020

As the number of COVID-19 cases continues to rise, there is greater acceptance that most students would prefer the remote, online option at least until the end of the year

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Dr John Franco Tharakan

Dr Tharakan, an alumnus of Harvard University and Massachusetts Institute of Technology, is a seasoned academician with experience ranging across the corporate, government, United Nations and Non-profit sectors. Over the years, he has spent a considerable amount of time volunteering to help parents and students with activities related to admissions in universities worldwide.

Higher Education Digest August 2020

Dr John Franco Tharakan

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The predictiveenrolment models that leading education institutions have used to plan classes, enrolments and financials no longer hold good in a COVID-19 and postCOVID-19 world

Higher Education Digest August 2020

that many students from China which accounts for a large percentage of international students coming to the US and Europe would not feel welcome in the current scenario. As the number of COVID-19 cases continues to rise, there is greater acceptance that most students would prefer the remote, online option at least until the end of the year. Students and parents are currently expecting and will very soon demand, a significant reduction in tuition fees being paid to attend courses online as this varies significantly from the regular on-campus experience.

Similarly, most universities are investing heavily in technology and training faculty to ensure that high-quality online courses can be conducted for students. Innovative ways to ensure that students stay interactive and still feel part of a unique school community are also being explored by school administrations.

It is interesting to note that student’s perception and priorities when it comes to choosing a college have also changed after the onset of COVID-19. In a recent survey, 21% of students changed their first-choice school. The reasons cited include high cost of attendance, school being located too far from home, school located in as area with high COVID-19 threat and concerns over getting a job post-graduation. Only 25% of students surveyed are mentally prepared for remote undergraduate study as against 53% who are mentally prepared for on-campus study.

If most schools shift to an online mode of education for the first year, students stated that their selection criteria of which school to attend would significantly vary. In this case, they would give importance to schools with better online capabilities, lower cost of attendance and more significant job-placement resources. More than 80% of students expect a considerable tuition discount if remote classes take the place of on-campus study.

The present situation can be used as an opportunity by institutions to show students and parents that they care. Schools should make a conscious effort to communicate with students and provide additional resources. Opportunities for students to interact with faculty and get a better idea of how courses would be conducted is one such example. Implementing strategies at the institution level to help students weather the financial impact of COVID 19 and prioritise equitable access. Having an easy-touse student portal with details around specific expenses linked to a simple application process is something that would help students. Ensuring that faculty are trained in online teaching and assisting students in identifying and overcoming challenges, they face with remote learning in a organised manner will make a big difference their learning ability.

While uncertainty continues around how student enrolment in COVID-19 times will pan out, it is certain that higher education leaders who are constantly in touch with students and parents and are willing to be flexible in ensuring that the students’ needs are met, will be the ones best positioned to cater to student needs in these evolving times.

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Higher Education Digest August 2020

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Higher Education Digest August 2020