This is a week-long program for heads of secondary and higher secondary schools, conducted once a year through the Executive Education department. The program is now in its 19th year.
The course builds on the insights and knowledge obtained in first year research methodology courses (Survey of Statistical Methods, Introduction to Research Methods and Qualitative Techniques) and provides hands-on training in Structural Equation Modeling (SEM). The course introduces the participants to survey-based research designs and the SEM analytic technique. The course provides inputs relating to measurement theory and ways to incorporate them in our analysis. The course is based on a combination of theoretical and practice-oriented sessions that provide working knowledge of statistical software like SPSS, AMOS and Mplus.
This course provides an overview of India's educational sector. Critical issues of this sector will be discussed from the viewpoints of multiple stakeholders –students, parents, teachers, policymakers and administrators. It also introduces the participants to some innovative practices in education. Students are expected to come up with enterprising solutions for the problems they identify and demonstrate their understanding of the ecology of the educational sector.
Motivating and engaging individuals for learning new things is often essential for organizations that strive for growth. Gamification provides a useful mechanism in this regard and is increasingly being employed across the fields of education, health, public services, business and management. It involves the application of game design elements to real-world contexts in order to motivate user behaviours. This course provides an opportunity to develop an understanding of gamification, human learning and motivation theories and then apply this knowledge to devise and conduct interventions for improving academic as well as non-academic outcomes of students particularly those from underserved communities.
This course provides an opportunity to develop an in-depth understanding of human learning and motivation theories and then apply this knowledge to make a meaningful contribution to the lives of students from the local schools.
This course adopts on an empirical economist's lens to analyze issues in education i.e. rate of return, production function, competition and choice, cost benefit and cost effectiveness and finally, financing of education. It provides an introduction to important themes in economics of education along with sophisticated empirical research techniques employed to explore these themes. The insights gained would be helpful in deeper understanding and analysis of issues not just in education, but broader social policy.
The course presents an overview of contemporary issues in education, with the predominant focus being on the Indian experience. Educational policy-making in independent India has been driven by a variety of values, including equity and faith in education as an instrument to reduce social inequalities. The efforts of the Centre and the states, which have been guided by the recommendations of various education commissions and committees, have resulted in significant improvements in educational performance—both at the school and higher, especially technical education, levels. Yet, the goal of education for all and the quality of educational outcomes remain problematic. The last three decades have added a new dimension to the context of educational policy and performance, with liberalization and globalization significantly influencing educational directions. Against this backdrop, this course provides a broad perspective on the issues confronting education today, and focuses specifically on the nature of educational policy making in India.
This course provides an in-depth understanding of some of the approaches within the ‘qualitative' tradition of research in education. While the use of the phrase ‘qualitative research' is not unproblematic, we use it here to capture the broad approaches which fall under the constructivist/ critical paradigms of research. The course builds on the basic exposure that participants would have had in the Research Methods course. Three traditions of qualitative inquiry (and the associated philosophical and theoretical frameworks), grounded theory, ethnography and case study, will constitute the focus of the course. Data analysis techniques relevant to these traditions are discussed.
|||Change and Innovation in Education (Doctoral; Kathan Shukla, Ambrish Dongre and Vijaya Sherry Chand)|
Change and innovation are essential parts of any dynamic organization. This course examines the various aspects of change and innovation in the Indian educational context. These will be examined at individual, group, organizational and societal levels, across different sectors, namely literacy, school and higher education. Major educational initiatives within the country and selected innovations in other countries will be examined with respect to their role in effecting change and innovation in education.
The objectives of the course are:
The search for causality in relationship between variables is as frustrating as it is necessary. As elusive as they might be, claims about causality form the basis of much policy advice and advance our understanding of factors influencing human development. Relatively recent advances in the development and application of quantitative methods in identifying and estimating causal relationships also make this an exciting and productive line of research. The methods covered will include experiments, ‘natural' experiments, instrument variables, regression discontinuity designs, propensity score matching and value-add models. The purpose of this course will be introduce, explain and study the application of these techniques in the specific context of gathering evidence on different dimensions of education. Specific goals would be:
This course provides an opportunity to participants to study organizational development and change, and then carry out a real-life project in an educational institution designed to bring about a change that is based on diagnosis of the needs of the educational institution. The main objective of the course is to develop the skills required to carry out an intervention within an organization. The second objective is to learn about change in educational organizations—the process, resistance to change, and ways to overcome resistance.
The rapid and constant pace of change in technology is creating both opportunities and challenges for educational institutions. This course helps participants reflect on the role various forms of electronic and digital technology can play in the teaching/learning process and how these processes can be engaged both in the classroom and outside. The rapid evolution of educational technologies also makes it increasingly challenging to determine what works and how well it works. Using current research findings the course investigates the effectiveness of various forms of technology in education. It also examines issues related to the roles and possibilities of technology, as well as the potential problems, challenges, and criticisms of technology in education. One of the additional goals of this course is to expose participants to cutting-edge research in Educational Technology and prepare them for future independent research in the field.
|||Socio-political Contexts of Research in Management (Doctoral; Vijaya Sherry Chand, co-taught with Ernesto Noronha)|
This course is housed in the Fellow Programme in Management, but RJMCEI is involved in the delivery of the course.
Management phenomena occur within particular contexts, and with the increasing diversity in such contexts, understanding the role of context in either illuminating phenomena or influencing them has become important. Contexts are usually seen as a combination of material and ideational systems, along with the institutional outcomes resulting from these. Material systems include economic features like ownership of business assets, efficiency and openness of markets, networks, and capital, and technology features like intensity of use of ICT and transport infrastructure. Ideational systems include (a) cultural values with respect to authority, identity, gender, risk taking, (b) religious values related to morality and honesty, gender and participation in education and work, and wealth, and (c) political values regarding state control, income distribution, private ownership and internationalism. The institutional outcomes that follow from these two systems include the government, a range of intermediate institutions and conformity to international regulations and standards. These elements, taken together, define the way in which a particular society constitutes itself, thus providing the context within which organization-level phenomena happen. However, in order to understand how a society thus gets constituted, and therefore how the macro-micro interaction in management happens, it is essential to be able to apply certain key concepts or ideas. We draw on one of the foundational disciplines of management, sociology, to examine the following key concepts and ideas: action and interaction in society, social structures and processes, the sociology of organizations, culture, class, genders and sexualities, work and employment, urbanization, technology, and globalization and the networked society.
Project Courses are independent, credited courses undertaken by students under the guidance of a faculty member. The student presents a proposal, which is discussed and approved by the RJMCEI. The student then puts in about 100 hours of work and at the end presents a public seminar and submits a report which is evaluated by the guide and two other faculty members. Project Courses allow students to work on areas of their interest--each student is allowed up to two one-credit courses.
Higher Education in India: An Appraisal. Aarushi Gupta and Chirag Jha, under the supervision of Prof. Ankur Sarin. (The report will be available, after March 30, 2018, on the Vikram Sarabhai Library's Student Projects link.)
|||Communication for Management Teachers (Doctoral, Faculty Development Program; Vijaya Sherry Chand)|
This course is housed in the Communication Area at the IIMA, but by virtue of its conceptual relevance for management education, has been taught by RJMCEI faculty for the last 20 years.
In its current form, the doctoral course is a 15-hour module with the following objectives: To expose the participants to the basic elements of communication relevant for a teacher in management education; to familiarize the participants with the Case Method in management education.
The course for the Faculty Development Programme is more elaborate and includes a strong component of academic writing.