Internships in India - A Guide by Knowledge Must
Daniel Ratheiservisibility
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Study in India - A Guide by Knowledge Must
This guide book covers all important aspects of studying as a foreigner in India. Life for international students will be so much easier once they figured out the logistical requirements and the Indian cultural environment. In addition to answering the most pressing questions, the guide features valuable insights ranging from logistics such as visa procedures and accommodation arrangements to cultural background information and inspiration for how to spend one's leisure time.
Post -Graduate Studies 2017-18
Ÿ to inculcate the spirit of 'Vasudhaiva Kutumbakam' (the world is one family) Ÿ to contribute towards knowledge generation and dissemination Ÿ to promote ethical and value-based learning Ÿ to foster the spirit of national development Ÿ to inculcate cross cultural sensitization Ÿ to develop global competencies amongst students Ÿ to nurture creativity and encourage entrepreneurship Ÿ to enhance employability and contribute to human resource development Ÿ to promote health and wellness amongst students, staff and the community Ÿ to instill sensitivity amongst the youth towards the community and environment Ÿ to produce thought provoking leaders for the society Vision Ÿ Promoting international understanding through quality education Symbiosis International University (SIU) 005
Sergio AbdusSalâm Scatolini / Jan Van Maele / Manu Bartholomé (2010) 'Developing a curriculum for ‘learning to live together’: building peace in the minds of people'. In Exedra journal Special Issue, pp. 133-158.
Notes on contributors 133-158 159-174 177-190 191-200 201-210 211-226 229-238 239-268 269-274 7 European perspectives on internationalization sharing policies and good practices editorial The ancient Greeks and Romans used the Exedra (a semi circular portico/ room or outdoor area with seats) for holding philosophical conversations and tertulias, what the Portuguese call the friendly open minded discussions, while savouring coffee or wine. This journal takes its name from this inspirational concept of sharing ideas and vision for a better understanding of the intriguing phenomenon of life, peoples and the world. With this special issue of the Exedra Journal, a more cosmopolitan debate has been started into this publication, a virtual exedra, by gathering authors from various countries, professional expertise, fields of interest and action. The publication of this special issue has great institutional meaning. It signals and celebrates the quick evolution of internationalization at ESEC -in only a decade, it has succeeded in becoming a widely recognized school for the vivacity of its international actions. I feel privileged and honoured to be the coordinator and editor of this special Exedra issue. This journal is only in its infancy yet, this being its fifth edition since launch one year ago. It is a free access online publication targeted at everyone interested in Higher Education, Pedagogy and Applied Sciences. The announcement and invitation for an international issue was extremely well received by scholars, researchers and academics all over Europe. I envisage this remarkable adherence to the project (18 articles contributes by 31 authors) as a sign of confidence in the quality of our publication and trust in our ability to disseminate valuable ideas, projects, strategies and joint ventures presented in each of the selected articles.
The shifting perceptions by science and engineering employers of desirable graduate competencies: Comparing now to 16 years ago
New Zealand Association for Cooperative Education 2018 Conference Proceedings, 2018
Recently, the New Zealand Ministry of Education has focused on the linking of employability outcomes with the engagement with tertiary education. Such governmental-level focus on employability is mirrored internationally and prompted considerable research activity in employability skills, transferable skills, and employability outcomes (Rowe & Zegwaard, 2017). In response, universities are actively mapping their curricular learning activities to employability skills with the assumption that employability skills results in better employability outcomes (Bates & Hayes, 2017; Jackson, 2013; Kaider, Hains-Wesson, & Young, 2017). Many universities internationally (and in New Zealand) are identifying work-integrated learning (WIL) as a valuable pathway of directly linking learning with employability skills and employability outcomes (Jackson, 2013, 2015). Several years ago, the University of Waikato commenced a major curricular review and redesign – the first year of rollout of the new curriculum occurred at the start of 2018. As part of the new curricular framework, all students enrolled in an undergraduate degree must complete at least one paper/course (15pt credits out of either a 360 or 480 credit degree) in work-integrated learning. The University of Waikato is the first New Zealand university to make this compulsory for all undergraduate students. Other New Zealand universities are making similar moves and there are international examples already in place such as University of Cincinnati (Cedercreutz et al., 2017) and Macquarie University (Clark, 2017). With the University of Waikato’s increased focus on employability and curricular redesign, the question arose of what competencies science and engineering employers perceive as important graduates entering the workplace. Such information would inform the curricular design of the science and engineering degrees. In 2002, such study was completed by Coll, Zegwaard, and Hodges (2002) and helped to inform the science and technology curriculum design (Coll & Zegwaard, 2006). This study was useful in informing science and engineering curriculum and allowed for the development of a work performance assessment framework (Zegwaard, Coll, & Hodges, 2003). However, this study was completed 16 years ago and science and engineering employers’ perceptions may since have shifted. Presented here is a study which (re)investigated graduate competencies desired by New Zealand science and engineering employers. These employers were asked to rate the importance of 26 competencies for science and engineering graduates entering the workplace today and in 10 years’ time. The research also asked how well graduates are currently performing at each of these competencies, where the difference between expectation (importance) and performance indicates the skill-gap of current graduates. Comparisons with the findings here are done with the findings from Coll et al. (2002) study.
Exploring value through international work placements in social entrepreneurial organisations: a multiple case longitudinal study
Universities and their partner organisations are promising that short-term work placements in social entrepreneurial organisations will increase student employability, leadership skills, and knowledge of socially innovative practice, while providing students meaningful opportunities to ‘change the world;’ yet theory and empirical studies are lacking that show what is beneficial and important to students, how students develop, and what influences their development through these cross-cultural and interdisciplinary experiential learning programs. This is the first study to explore the value of UK and US students participating in international internships and fellowships related to social entrepreneurship from a socioeconomic perspective. For this study, a value heuristic was developed from organisational models in the social entrepreneurship and educational philosophy literature followed by a qualitative longitudinal multiple case study. Fifteen individual student cases were chosen from two programmes involving two UK and three US universities, taking place in eleven host countries over five distinct data collection intervals. Findings across cases show a broad range of perceived value to students: from research skills and cross-cultural understanding, to critical thinking and self-confidence. Findings also show how student perspectives changed as a result of the placement experience and what ‘internal’ and ‘context-embedded’ features of the placements influenced students’ personal and professional lives. However, the ambiguity of social impact measures raises ethical questions about engaging students with limited knowledge, skills, and preparation on projects where they are unprepared to create long-term value for beneficiaries. This study contributes to the literature on higher education and international non-profit and business education by: providing an expansive matrix of value to students engaging in international placements; initiating a ‘hybridisation’ theory of personal value; creating a rigorous methodology transferable to similar programmes; outlining embedded features that programme developers can integrate in order to improve their own social and educational impact; raising ethical questions related to theory and practice; and including the researcher’s own multi-continent journey into the substance of the work.
Meeting, Incentive, Conference and Exhibition (MICE) Tourism: Present & Future Prospects in Chandigarh Capital Region
Chandigarh is always crown as first planned city in India and is known internationally for its architecture and urban design. Today, it is an administrative capital of two states and emerging business city of North India. According to MGI (2010) report on “Indian cities urbanization” Chandigarh is one of the fastest and dynamic cities of North India and currently it is a favorite place to live and hold an important place for investment and growth in years to come. This results in the growth of business tourism, especially Meeting, Incentive, Conference, Exhibitions (MICE) tourism in the Chandigarh capital region. MICE is one of the most innovative & demanding form of business tourism. Currently, MICE tourism in India is having the annual growth 15 to 20 percent. To promote a city as MICE destination requires a good amount of infrastructural facilities. Government of India (2006) plans to develop few cities as MICE destinations, Chandigarh is also one of them. This paper tries to find out the present & future prospects of MICE tourism in Chandigarh “the city beautiful”& nearby regions. For this an opinion survey of MICE stakeholders such service providers (which include hotels, travel agents) and MICE customers is done and analysis is done with the help of Situation Actor Process–Learning Action Performance (SAP- LAP) tool
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1.
WHY SHOULD I WORK OR STUDY ABROAD? ...........................................................................................................................3
2.
WHY SHOULD I DO AN INTERNSHIP IN INDIA?.........................................................................................................................4
3.
WHAT VISA FOR AN INTERNSHIP IN INDIA? ............................................................................................................................5
4.
HOW MUCH DO I SPEND ON LIVING? ....................................................................................................................................6
5.
IS INDIA DANGEROUS? ......................................................................................................................................................7
6.
WHAT IF I GET ILL? ...........................................................................................................................................................8
7.
WHAT KIND OF HEALTHCARE DO I NEED? ..............................................................................................................................9
8.
HOW DO I FIND AN ACCOMMODATION? ...............................................................................................................................9
9.
CAN I GET FINANCIAL SUPPORT?........................................................................................................................................10
10.
WHAT TO BRING TO INDIA? .............................................................................................................................................11
11.
HOW DO I GET FROM THE AIRPORT INTO TOWN? ..................................................................................................................12
12.
HOW DO I GET TO KNOW OTHER PEOPLE? ...........................................................................................................................12
13.
HOW DO I FIND OUT ABOUT WHAT’S GOING ON IN THE CITY? ..................................................................................................13
14.
DO I HAVE TO SPEAK ANY LOCAL LANGUAGE?.......................................................................................................................14
15.
WHY SHOULD I LEARN HINDUSTANI? .................................................................................................................................15
16.
WHAT DO I HAVE TO KNOW ABOUT INDIAN BUSINESS LIFE? ....................................................................................................16
17.
WHAT SHOULD I DO/DON’T DO?.......................................................................................................................................17
18.
CAN I TRAVEL IN INDIA? ..................................................................................................................................................18
19.
WHERE SHOULD I VISIT? ..................................................................................................................................................19
20.
HOW TO BLEND IN WHEN VISITING INDIA? ..........................................................................................................................20
21.
HOW TO DEAL WITH CULTURE SHOCK? ...............................................................................................................................21
22.
WHY IMMERSE YOURSELF IN INDIAN CULTURE? ....................................................................................................................22
23.
WHAT ARE THE OBSTACLES?.............................................................................................................................................23
24.
WHAT IS REQUIRED? ......................................................................................................................................................24
25.
WHAT ABOUT INTERNET ACCESS AND PHONE SERVICES? ........................................................................................................25
26.
CAN I DO SPORTS IN INDIA? .............................................................................................................................................26
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HOW DO YOU MAKE SURE I GET A SUITABLE AND SATISFYING INTERNSHIP POSITION? ...................................................................27
2.
WHAT INTERNSHIP POSITIONS ARE AVAILABLE? ....................................................................................................................28
3.
ARE INTERNSHIPS PAID? ..................................................................................................................................................29
4.
COULD MY INTERNSHIP BECOME A JOB? .............................................................................................................................30
5.
WHAT ARE YOUR ACCOMPANYING SERVICES? ......................................................................................................................30
6.
WHAT OTHER SERVICES DOES KNOWLEDGE MUST OFFER? .....................................................................................................31
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