Tag Archives: India

Ranking Universities Worldwide

The Webometrics Ranking of World Universities provides another estimate of the top universities. The methodology is far ideal however I still find it interesting. The various attempts to rank schools can provide a general idea of impact of various institutions (though the measures are fairly crude). Still a sensible picture (especially at the country level) can emerge. And the various rankings should be a able to track shifts in the most influential institutions and relative country strength over time. How quickly those rankings track changes will vary depending on the measures used. I would imagine most will lag the “real” changes as it is easy to imagine many measures that would lag. Still, as I have said before, I expect the USA will lose in relative ranking compared to China, India, Japan, Singapore, Mexico…

The ranking methodology used here weighed rankings in: Jiao Tong academic rankings, Essential Science Indicators, Google Scholar, Alexa (a measure of web site visits to universities) and The Times Higher World University Rankings.

Country representation of the top universities (number of top schools in each country):

location	Webometrics Top 100	Jiao Tong Top 101	% of World Population	% of World GDP*
USA	53	54	4.6%	30.4%
Germany	10	5	1.3	6.3
Canada	8	4	0.5	2.5
United Kingdom	6	10	0.9	5.0
Australia	3	2	0.3	1.6
Japan	1	6	2.0	10.3
The rest of Europe	16	13
Brazil	1	0	2.8	1.8
Mexico	1	0	1.6	1.7
Israel	0	1	0.1	0.3

* IMF, World Economic Outlook Database, September 2006 (2005 data)
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Asia: Rising Stars of Science and Engineering

Great report – The Atlas of Ideas: How Asian innovation can benefit us all by Charles Leadbeater and James Wilsdon:

Each country will develop differently. In South Korea strong government support has created a world-class information infrastructure.
…
China is mobilising massive resources for innovation through ambitious long-term plans, funded by rapid economic growth. Beijing’s university district produces as many engineers as all of western Europe. China is developing world-class universities and attracting multinational innovation centres.
…
India’s elite, trained at the Indian Institutes of Technology, are second to none. New institutions like the National Science and Engineering Foundation could energise a disjointed innovation system. Yet India’s innovation elite may face a rural backlash. Its infrastructure is in poor repair and cities like Bengalooru are congested. Even the much-vaunted IITs do not, unlike their US counterparts, animate innovation clusters.

Percentage of world share of scientific publications

Year	China	France	Germany	Japan	Korea	UK	US	EU-15
1995	2.05	6.09	7.62	8.65	0.79	8.88	33.54	34.36
1998	2.90	6.48	8.82	9.42	1.41	9.08	31.63	36.85
2001	4.30	6.33	8.68	9.52	2.01	8.90	31.01	36.55
2004	6.52	5.84	8.14	8.84	2.70	8.33	30.48	35.18

Excellent reading, the report is full of useful information I have not been able to obsorb yet.
Related: Diplomacy and Science Research – The World’s Best Research Universities – Engineering the Future Economy – Worldwide Science and Engineering Doctoral Degree Data – USA Under-counting Engineering Graduates – Increasing American Fellowship Support for Scientists and Engineers
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What Kids can Learn

This is a fascinating interview discussing what children can learn if given a computer and little, if any, instruction. Very Cool. Links on the progress since this interview are at the end of the post.

Q: This is your concept of minimally invasive education?

A: Yes. It started out as a joke but I’ve kept using the term … This is a system of education where you assume that children know how to put two and two together on their own. So you stand aside and intervene only if you see them going in a direction that might lead into a blind alley.

The interview explores what happened when:

Mitra simply left the computer on, connected to the Internet, and allowed any passerby to play with it. He monitored activity on the PC using a remote computer and a video camera mounted in a nearby tree.

What he discovered was that the most avid users of the machine were ghetto kids aged 6 to 12, most of whom have only the most rudimentary education and little knowledge of English. Yet within days, the kids had taught themselves to draw on the computer and to browse the Net. Some of the other things they learned, Mitra says, astonished him.

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House Testimony on Engineering Education

Testimony of Vivek Wadhwa to the U.S. House of Representatives Committee on Education and the Workforce,
May 16, 2006.

Vivek Wadhwa has continued the work published in the Duke study: Framing the Engineering Outsourcing Debate. In the testimony he provides an update on the data provided in the report.

Contrary to the popular view that India and China have an abundance of engineers, recent studies show that both countries may actually face severe shortages of dynamic engineers. The vast majority of graduates from these counties have the qualities of transactional engineers.

Differentiating between dynamic and transactional engineers is a start, but we also need to look at specific fields of engineering where the U.S can maintain a distinct advantage. Professor Myers lists specializations such as systems biology and personalized medicine, genomics, proteomics, metabolomics that he believes will give the U.S a long term advantage.

Our education system gives our students broad exposure to many different fields of study. Our engineers learn biology and art, they gain significant practical experience and learn to innovate and become entrepreneurs. Few Indian and Chinese universities provide such advantages to their students.

The dynamic and transactional differences were mentioned in his business week article: Filling the Engineering Gap.

The conclusion he presents seems wise to me.

The numbers that are at the center of the debate on US engineering competitiveness are not accurate. The US may need to graduate more of certain types of engineers, but we have not determined what we need. By simply reacting to the numbers, we may actually reduce our competitiveness. Let’s better understand the problem before we debate the remedy.

Science and Engineering Jobs

Alarm as white-collar jobs vanish overseas (link broken so I removed it), Australian Financial Review:

The council’s draft report, a copy of which was obtained by the Australian Financial Review, says Australia needs to respond by investing in education and research and development, and by linking up with developing knowledge sectors in China and India.

There has been a steady progression up the value scale in work sent to low-cost countries – from manufacturing to data processing, call centres and computer software.

Now there is evidence that China and India are competing for high-level jobs in financial services, industrial design, architecture, research and development, engineering, medicine and even management areas such as human resources and business consulting.

Every country realizes the value to their economy of jobs in science, engineering and technology. Countries are taking steps to create a environment that will attract those jobs. Countries that do this less effectively will suffer.

Previous posts on the topic of economics, science and engineering

Indian Institute of Technology – Female Students

Women at IIT an endangered species, Anjali Joseph, Times of India:

Women students in IIT Mumbai are a tiny percentage. “There are 34 girls and over 500 boys in our year,” says first year civil engineering student Vidushi Jain.

‘Women engineers are on increase’, Express India:

There is a ‘spectacular’ increase in the number of girls entering engineering courses in the country for the last three and a half decades but the northern India has still to catch up, Prof S P Sukhatme, former chairman, Atomic Energy Regulatory Board, said.
…
From a mere one girl student, who was admitted at the University Department of Chemical Technology, Mumbai, in early 1970s, the number of girls joining engineering colleges has steadily increased and in 2005 it stands at 15 per cent of the total admission, Sukhatme said.

The women engineers were mostly specialised in electrical civil, computer and information technology, it added.

The revolution in women joining engineering courses was witnessed mostly in the southern states starting with Kerala, Andhra Pradesh, Tamil Nadu and Karnataka, ‘the northern India with an exception of Delhi, has to improve its position’.

Indian Institute of Technology – Bombay

What Ails India’s Software Engineers?

India does not produce enough good computer engineers and those it does are good at theory but not very well equipped to handle the practical aspects.’
— Microsoft Chief Technical Officer Craig Mundie

What Ails India’s Software Engineers? is an interesting series of 3 articles by Rediff exploring the state of India’s software engineering industry.

From its 113 universities and 2,088 colleges — many of which teach various engineering disciplines — India produces nearly 350,000 engineering graduates every year. All of Europe produces 100,000 engineering graduates a year, and America produces only 70,000.

But, the quality of Indian engineers is questionable, says Madhavan, who has had a career spanning four decades and is now advisor to several engineering colleges in Karnataka and Kerala.
“That is because of the lack of trained faculty and the dismal State spending on research and development in higher education in the country,” he says.

Part of what makes this article interesting is it challenges the accepted wisdom. The article offers an interesting perspective and some details that are not well understood.

In the 1980s, India had just 158 engineering colleges. That number has jumped to 1,208 in the last two decades, mainly because of the information technology boom and the ever-burgeoning capitation fee that self-financing colleges charge.

Every year, these engineering colleges admit about 350,000 students. Apart from this, nearly 3,500 students are absorbed into the seven premier Indian Institutes of Technology.