Vol. II: Shaping Information and Communication ... - IMA,ZLW & IfU

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56 education), and the innovation of an enterprise training centre at GLS (Institute of Business Management) through its links with educational institutes and training centres. Thus the model facilitated a network approach of multidisciplinary research and course development, as well as the development of supporting network structures of co-ordination and management The network model of postgraduate training has also facilitated the cultivation of collaborations in strategic research planning. Furthermore the project provided a scope for growth within the institutional context on one hand, and the other hand it instigated the introduction of new innovative ideas in the institutional research, teaching and extension programmes. The outcome of the project was also a manifestation of the institutional research focus. For example, NISTADS mainly focusing on conceptual research, DU focusing on conceptual research and course design, PAU focusing on action research, ICT for extension and rural development, and GLS focusing on conceptual research, applied research and education and training. Such commitment is concerned with connecting research to field actions and interaction, and networking with stakeholders. For example the PAU networking links with agro-industry entrepreneurs and farmers and with dairy industry through the extension work, and the GLS links with SMEs through management know how. Hence the multidisciplinary approach of the model enabled creative ways of exploring new areas of research. For example the model provided a forum for Indian and European researchers to develop methodologies of action research and enterprise cluster innovation, building upon the European research traditions and Indian research practices. These experiences are described in detail, in the chapters contained in Part Three of Volume I. The model also provided a basis for developing an integrated approach of piloting course modules and peer evaluation, and a forum for the preparation of contextual material for Masters course in IT at PAU and ICT Masters course at DU. It is worth noting that this crosscultural collaboration in the development and piloting of inter-disciplinary Masters courses in IT and ICT was a new departure from the academic rigid traditions of India, as described in the chapter Planning and Developing Cross-Cultural Collaboration in Web-based ICT Education, in this Volume.
57 Some interdisciplinary linkages, however, in the area of ICT and in certain extension programmes remained latent. Several potential linkages between different education and training programmes were not sufficiently pursued. The main reason was the non-availability of researchers who could develop and implement such joint programmes. Due to the monodisciplinary institutional culture of university partners, inter-institution collaborations with partners from different disciplines were difficult to integrate in the existing educational and training programmes. Nevertheless, the project collaborations provided a basis for the formulation of the joint cross-cultural projects described, as well as models for the development of future cross-cultural and inter-regional projects proposals both within the Indian and the EU contexts. 5. Conclusions: Global Visibility towards New Directions of Research The integrated network approach of the EU-INDIA Cross-Cultural Innovation Project has enabled project researchers and partner institutions to gain recognition of their work and research traditions at the individual, institutional, regional, national and global levels. The project activities and achievements have become widely visible both on a national and international level. The network structure has provided the basis for publications and dissemination of research by bringing together research resources of senior researchers, academics, and postgraduate and doctoral students. Project partners also organised workshops and seminars to gain such wide visibility of their research at the national and international levels. These visibility events have made a valuable contribution to the collaborative working of the network and the transfer of knowledge between the partner institutions and among individual researchers. Thus the importance of such research activities has become widely accepted and it yields the starting point for further project activities which need to be discussed in depth. One issue is to be specifically mentioned here: Out of the EU-INDIA Cross-Cultural Innovation Network, a fundamentally new approach towards learning, teaching and collaboration has emerged. It has led us to develop new direction of research which will enhance future collaborations by involving young researchers, senior researchers, academics and entrepreneurs from outside the partner network. Therefore we have proposed to develop the Virtual Institute of Cross-Cultural Innovation which will facilitate new and extend existing collaboration between the EU and Indian partners.
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Preface The EU-INDIA Cross-Cultural
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1 Part One: Human-Centred Informati
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3 1. Introduction: Information and
Page 7 and 8: 5 Virtual Enterprise will be the no
Page 9 and 10: 7 in these regions. These territori
Page 11 and 12: 9 Beyond such business data, enterp
Page 13 and 14: 11 of our reality and the world of
Page 15 and 16: 13 The first view: Information Tech
Page 17 and 18: 15 continuous learning processes me
Page 19 and 20: 17 Following this proposal, society
Page 21 and 22: 19 These steps of running such glob
Page 23 and 24: 21 21.6.2000, is taken up. This Con
Page 25 and 26: 23 To strongly increase internation
Page 27 and 28: 25 To develop further technology th
Page 29 and 30: 27 To include ethics into the educa
Page 31 and 32: 29 Jaspers, K. (1953). Introduction
Page 33 and 34: 31 1. Introduction: The EU-INDIA Cr
Page 35 and 36: 33 project their own regional and c
Page 37 and 38: 35 − − − − − the need for
Page 39 and 40: 37 stakeholders in rural developmen
Page 41 and 42: 39 − − − built upon the valor
Page 43 and 44: 41 − − − Creating an enterpri
Page 45 and 46: 43 Agricultural Universities in the
Page 47 and 48: 45 Farmer Exchange between Punjab a
Page 49 and 50: 47 and Punjab and Gujarat regions o
Page 51 and 52: 49 institutional focus, networking
Page 53 and 54: 51 Patterns of Partner Collaboratio
Page 55 and 56: 53 A network model of postgraduate
Page 57: 55 Some experiences in interactions
Page 61 and 62: 59 Part Two: Developing Education i
Page 63 and 64: 61 1. Introduction: Technological a
Page 65 and 66: 63 being designed to produce so-cal
Page 67 and 68: 65 and those conducted elsewhere. S
Page 69 and 70: 67 has changed now because applicat
Page 71 and 72: 69 A science based stream which aim
Page 73 and 74: 71 This section also introduces an
Page 75 and 76: 73 3.2 Introducing ICT based servic
Page 77 and 78: 75 E-Commerce E-commerce refers to
Page 79 and 80: 77 In India about 70% of the popula
Page 81 and 82: 79 It is important not only for the
Page 83 and 84: 81 1. Introduction: Extending the C
Page 85 and 86: 83 − − − − − have a clear
Page 87 and 88: 85 3.2 The UK context The Figure ab
Page 89 and 90: 87 diminishing the importance of cu
Page 91 and 92: 89 of stress on respect for teacher
Page 93 and 94: 91 India does not seem to have a sy
Page 95 and 96: 93 lot of the reason for this is to
Page 97 and 98: 95 which have prevented successful
Page 99 and 100: 97 7. Conclusions: Utilizing EU Vis
Page 101 and 102: 99 CHAPTER FIVE The Concept of Univ
Page 103 and 104: 101 science and research, in univer
Page 105 and 106: 103 We can still regard Kant’s co
Page 107 and 108: 105 He subsequently analyses the ac
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107 In the following paragraph, I a
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109 Therefore engineers - and every
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111 and ethics are involved in the
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113 New Delhi University Education
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115 These groups represent the new
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117 − takes place by simulating s
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119 − − − − − − − Whi
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121 Part Three: Information Technol
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123 1. Introduction: The ICT Trajec
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125 The important point, however, i
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127 presentations on laptop have be
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129 paper, so farmers know when it
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131 Coded Knowledge Tacit Knowledge
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133 CHAPTER SEVEN Informatics, Comm
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135 core IT rather than on social a
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137 First, the National Registratio
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139 2.2 CASE STUDY # 2: The ‘GYAN
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141 line public grievances redress;
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143 spread over 5 districts, ICT ki
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145 − − − − − Strong link
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147 income is generated to support
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149 driven. A village committee and
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151 telecom infrastructure. An earl
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153 gender [other things being equa
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155 While the C2C services of the n
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157 [GSSD] of the Massachusetts Ins
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159 approximately 1400 includes a c
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161 The Baatchit Centre houses the
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163 Micro-finance, or the provision
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165 long term loans from the Gramee
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167 Related Development In the area
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169 new Wireless in Local Loop [WiL
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171 Additional considerations for e
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173 Referred to by some as the “I
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175 The Simputer Trust is working w
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177 Veterinary and Animal Sciences,
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179 As part of the e-Chaupal initia
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181 2.13 CASE STUDY # 13: ICT for W
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183 institutions, like Panchayats,
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185 On the 26 th of January 1999, t
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187 children, building as they do o
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189 Ten specialists [two each from
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191 These innovative approaches not
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193 − − − − − − − The
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195 Young Linux enthusiasts and vol
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197 A video linkage facility has co
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199 ITU: International Telecommunic
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201 CHAPTER EIGHT Collaborations in
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203 L1: Need for partners to own th
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205 L5: Need to be aware of the for
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207 One of the key challenges of th
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209 doctoral researchers. The tasks
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211 bringing the benefits of new te
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213 between the university and soci
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215 52056 Aachen, Germany e-mail: i
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217 Formerly: Dep of Computer Scien
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