Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The study reported here, consists of three main parts. The first deals with the issue of the importance on management education in a poor country, some of the reported effects and therefore the question of relevance is raised. Proponents of the free market system argue that the only role of a manager is to make a profit for the business. However, in a country like India where the majority of the population is outside the mainstream of modern industrial life, there are arguments that freedom to make a profit should be accompanied by social responsibility because this form of behaviour helps to link modern industry with the wider social goals of a country. The second part of the study considers how to define and measure the social effects of publicly funded education. The outcome is the use of personal construct theory and repertory grid technique, borrowed from clinical psychology. which help to examine the social responsibility of Indian managers. The theory states that man makes choices and decisions based on the way he construes the world around him and the way he anticipates future events. The implication is that managers who construe social responsibility in terms of socio economic development are likely to make decisions which are more beneficial to society than those who have a narrower view of socially responsible behaviour. The third part of the study reports on the findings of the study, which has used five separate instruments with 53 Indian managers who have been trained at one of the three established Indian Institutes of Management. These Institutes (IIMs) train around 500 graduate managers each year and one of their objectives, is to "inculcate" social values in the graduates so that their future decisions as managers will be made in this context and be relevant to India's needs. The graduates are from among India's social elite and the way they construe social responsibility has been compared to a matched group of managers who have not been through the IIMs. Data has been collected, to classify the managers, on the social origins, their place of work and career orientations. The way they construe corporate and managerial social responsibility was elicited through the use of repertory grid technique, in order to examine the question of social responsibility in as many different ways as possible. Interestingly the results indicate insignificant differences between the two groups. These are interesting results as they highlight the possibility that the IIMs have not managed to instill socially responsible constructs which are any different from other Indian managers. Although this study is a snap-shot view of Indian managers, it does point to an area of research which the IIMs might take up, for example the objective of instilling social responsibility might not be achievable given all the other aims of the Institutions, or, if they feel that being of social consequence is important they might review their entry requirements, operational focus and so on. The main contribution of the results, to this issue, is a new approach to evaluating management education, helping to break from the conventional social cost benefit methods. This study has two further contributions of particular interest. First, it has examined social responsibility in a novel way and provided an empirically based definition. Secondly, the method used for this research has extended the application of personal construct theory to new areas of study, particularly by embodying repertory grid technique. There is little literature in construct theory which is of relevance to management education and this study has helped to close this gap.

This study addresses some of the widely debated issues in the empirical education and trade literature in the context of India. Chapter 3 examines the impact of public education expenditure and trade openness on economic growth of India using aggregate or country level data. The estimation results indicate that public education expenditure has a positive effect on growth but the impact is not very robust and sensitive to different estimation methods. The major contribution of this chapter to the existing literature has been to establish the dynamism in India’s trade-growth nexus. The nature of the relationship between trade openness and economic growth of India has changed following the change in policy regime since the 1980s. In Chapter 4, I investigate the trade-growth nexus further by employing disaggregated level analysis. Firstly, I disaggregate GDP by agriculture, manufacturing and services sectors and try to check which sector benefitted most from trade openness. Secondly, I try to assess whether trade openness affects manufacturing sector growth at the Indian state level. The latter analysis has been conducted using panel model analysis for 22 states. Econometric analysis indicates that the effect of trade openness has been heterogeneous across sectors. Only the services sector seemed to have reaped the benefits of increasing openness, so far. Consequently, no significant relationship could be found between agricultural sector performance and trade openness. It seems that the agricultural sector suffers from gross underinvestment and its performance still relies heavily on the monsoon cycles. At the country level, manufacturing sector failed to take advantage of the trade openness but the picture of stagnancy is not uniformly true when we look at the state-level manufacturing performance. I therefore re-estimate the relationship between state-level manufacturing performance and state-level trade openness using state level data. The most notable contribution of this chapter to the existing literature has been the construction of trade openness indices for major Indian states. Overall, I find that there is a robust association between trade openness and manufacturing sector performance at the Indian state level. However, this relationship seems to be driven solely by the performance of the unregistered segment of Indian manufacturing. In Chapter 5, I disaggregate the public education expenditure data by primary, secondary and tertiary sectors and examine the nature of the relationship between each sectoral expenditure and growth. None of the sectoral education expenditure had any impact on growth when the analysis is carried out for the entire time period 1951-2011. Both school and tertiary education expenditure started to exert a positive impact on Indian GDP growth once the country started to shift from a state-led growth model to a pro-business regime from the early 1980s. Finally, I examine the determinants of public education expenditure by the state governments using panel data for 16 Indian states. The economic variables such as NSDP per capita and tax revenue came out to be statistically significant indicating that richer states spend more on education compared to their poorer counterparts. States with smaller child population share (0-14 years, as percentage of total population) managed to allocate more funds towards education than those with larger shares. No significant evidence was found to suggest that political factors such as corruption and political ideology of the ruling party affect education spending decisions in Indian states.

Master's thesis. / Format: PDF. Bibl.

No description available.

This diploma thesis is focused on primary education in India with own empirical case study of the village of Mulbeck in the region of Ladakh in the state of Jammu and Kashmir. Author explored the role of education in the lives of local residents and the function of the Spring Dales Public School in the specific context of the local cultural and natural environment. Own field research was realized through the author's stay in the village as a volunteer placement organized by an NGO Brontosauři in the Himalayas that supports the Spring Dale Public School. The collection of data took place during July 2017. The author conducted 31 semi-structured interviews with various local agents who are directly or indirectly involved in the school functioning. The interviews were analyzed using qualitative research methods. The findings from interviews suggested that both the access and perceived importance of education has change significantly, while it is not only considered as a major factor of a quality employment but of the general development of Mulbeck. This is related to structural changes in employment with more people looking for a work in the tertiary sector. Modernization and structural change, nevertheless, do not seem to weaken perceived importance of traditions and local culture but, on the...

The recent emphasis on the importance of English language teaching and learning in public universities in Pakistan has resulted in the introduction of a new English as Second Language (ESL) programme including revised teaching approaches, content and assessment. However, to date, no rigorous and independent evaluation of this new programme has been undertaken particularly with respect to students' learning and experiences. This thesis seeks to address this gap by examining the effects of the new ESL programme on students' learning experiences, as well as teachers' perspectives and the broader institutional context. The study uses a qualitative case study approach basing its findings on the responses of purposively sampled students (n=17) and teachers (n=7) from the Institution of English Literature and Linguistics (IELL), University of Sindh, Jamshoro, Pakistan (UoSJP). Semistructured interviews, observations and document review were used as the main tools to collect a wide variety of data. The analysis of the data was informed by different theories including Symbolic Interactionism, Community of Practice, and Bourdieusian notions of habitus, field and capital. These theories offered an approach which bridges the structure and agency divide in understanding students' learning experiences. The study employed the concepts of institutional influences to examine the impact of UoSJP's policies and practices on the teaching and learning of the ESL programme. The concept of community, which is understood as the community of the ESL classroom, is used to examine the interactions of students-students and students-teachers. The notion of identity was used to examine the interaction of students' gender, rurality, ethnicity and previous learning experiences with different aspects of the ESL programme. In relation to institutional influences, the study found that UoSJP's institutional policies and practices are shaped by its position in the field of higher education, and in turn, these influences shape teaching and learning in the ESL programme. Specifically, UoSJP defines its capital as higher education for all, which in practice translates as admitting students who have been rejected by other universities and/or cannot afford private universities' high fees. In order to meet the language needs of disadvantaged students from non-elite English and vernacular medium schools, UoSJP offers the ESL programme. This initiative aims to improve students' English language skills in their first two years, and to fulfil requirements set by the Higher Education Commission (HEC). However, the university's treatment of the ESL programme significantly impacts on teaching and learning in terms of its policies and practices, in relation to faculty hiring, teacher training, relationship between the administration and ESL teachers, number of students in ESL classrooms, assessment criteria, ESL quality assurance, and learning support resources like up-to-date libraries. In relation to the community of ESL classroom, the study found that participation plays an important part in defining students' roles and their relationship with teachers and peers in the classroom. Teachers' pedagogic strategies and large classes were found to be influential factors affecting students' participation in the classroom. It was found that teachers use different pedagogic strategies, which define them as facilitators or knowledge transmitters accordingly. The facilitators allow students' full participation in the classroom by listening to their opinions, respecting their arguments, appreciating their feedback, acknowledging their contributions to the class, and demonstrating empathy to their problems. When in class with these teachers, students feel encouraged, confident and motivated to participate in the classroom. By contrast, the knowledge transmitters prefer monologue lectures when teaching ESL, and strongly discourage students' participation. Students are usually not allowed to ask questions or express their concerns to these teachers. In their presence, students revealed that they lacked confidence, and felt discouraged and demotivated from participating in the classroom. Moreover, in the context of large classes only students sitting on the front-benches are given opportunities of participation, while those at the back of the classroom are considered to be educationally weak, inactive, therefore ignored in interactive activities. The treatment of these students by teachers and students at the front of the class alike limits their participation in the classroom. In relation to identities, the study found that students frequently foreground their gender identities, rural-ethnic identities and identities as medical or engineering students in interaction with different aspects of the ESL programme. Some aspects of ESL textbooks including units which depict stereotypical gender roles conflict with female students' gender identities; units which are based on exclusively Western, urban contexts conflict with students' rural-ethnic identities, and units that are based on graph-comprehension conflict with students' identities as medical students. While others aspects of ESL textbooks particularly those units that are constructed on experiences and activities which are exclusively associated with men in Pakistan such as driving complement female students' gender identities; and those units which are set in a village, and focus on the culture and life of villages complement students rural-ethnic identities. Moreover, it was found that female students struggled in maintaining their role as ESL learners in comparison with their gender roles as sister and daughter. This thesis provides new insights into students' learning experiences and ESL in higher education. It also contributes to and enhances the literature on higher education in Pakistan. Furthermore, it enables policy-makers to reflect upon their policies, as well as provides suggestions to the UoSJP and its teachers.

Thesis (M.A.)--Miami University, Dept. of English, 2005. / Title from first page of PDF document. Document formatted into pages; contains [2], 52 p. Includes bibliographical references (p. 51-52) and filmography (p. 50).

There is evidence that the conceptualization of creativity as a process of original problem-solving is applicable to Indian preschoolers (N=66, mean age 54.8). The cross-cultural validity of the measuring instruments has been demonstrated. The lack of age and sex differences was consistent with results found in the U.S. (Moran, Milgram, Sawyers, & Fu, 1983) and in Israel (Milgram, Moran, Sawyers, & Fu, 1987). Quantity and quality of ideational fluency responses were found to be strongly related; a marked order effect with popular responses occurring earlier and original responses later in the response sequence was found to exist more in high original subjects than in low. These findings duplicate those found with preschool children in the United States and in Israel. The relationships between the variables proved to be more complex than hypothesized. In the present study with Indian preschoolers, fantasy did not act as a bridge between convergent and divergent thinking as hypothesized on the basis of results obtained in the U.S. The multidimensional model with ideational fluency, fantasy, metaphoric comprehension, intelligence and the home as predictors accounted for 48.9% of the variance in problem-solving. The home environment was found to be a crucial factor in the prediction of original thinking and its role in conjunction with the cognitive variables needs further examination. Considering this, it is recommended that a measure of the home environment and its profound influence on the divergent and convergent thinking of the preschool child be studied. The investigations have also revealed that the measures for stringent problem-solving are not completely satisfactory and a more appropriate criterion measure of creativity needs to be established. / Ph. D.

This thesis describes a collaborative Action Research project that works to improve the quality of English language teaching (ELT) and learning in a public sector university in Pakistan. It demonstrates how teachers and students can take responsibility for engaging in active learning and teaching by developing their roles beyond traditional models of teaching and learning. The findings of the study are validated through critical thinking, the active critique of colleagues and students who participated in the study, reflection on critical aspects of data collection and by contextualising findings within existing literature. The thesis comprises eight chapters. Chapter one provides an introduction. It presents the overall organization of the thesis. This includes the aims of the study, rationale of the research, brief overview of methodology and the structure of the thesis. In chapter two, the literature review focuses on the defining factors of large class teaching and learning. Much of the research on large classes is written in the context of the West and has limited application to the problems of developing countries. Existing literature suggests a need for further work on large class teaching and learning in the developing world. In chapter three I present the Context of the Study. I provide an historical overview of language policies in Pakistan which have influenced the educational structure and the development of the country. The status and importance of the English language in Pakistan is highlighted. I outline the classification of various English language teaching institutes in Pakistan. The chapter concludes with an account of teaching and learning and the sociopolitical conditions that affect the educational process at University of Sindh, Jamshoro Pakistan (UoSJP), the site of the project. Chapter four discusses the methodology of the study. It is divided into two sections. In section one I outline the rationale behind the choice of Action Research as a methodological framework for an intervention strategy. In the second section, I discuss the research design, and various data collection tools used for the study. In chapter five, I discuss the first reconnaissance phase of data collection. This has several foci: the teaching methods currently used in large classes at UoSJP; the students and teachers perceptions of ELT and the socio-political conditions that affect teaching and learning. Overall this chapter exposes the complexities involved in teaching at UoSJP and provides the basis for developing an intervention strategy. Chapter six presents the intervention phase of the action research strategy aimed at introducing cooperative practices. It contains the narrative of how a new teaching strategy was planned and collaboratively conducted in two different classes. Chapter seven focuses on the findings of the research and the analysis of data. I also reflect on the key emerging themes of both phases of the project. Evaluation criteria in action research are also discussed along with the monitoring strategy. The final chapter looks at the future implications of the study and offers practical guidelines on the management of large classes. There is a concluding reflection on critical issues that might affect future research. The thesis promotes ‘learner-focused' teaching through critical reflection on professional practice. The study also suggests how students can be empowered to take control of their own learning, by giving them autonomy and, by creating a socially just and democratic atmosphere in class. It also shows how large classes, exceeding a hundred students, can be managed by changing teaching methods and by increasing students' participation through group learning and the deployment of group leaders.