V. 15 I. 9 – Sept 2015

Canada-India Collaboration: Moving the partnership forward, from customer to partner

Canada India Education Council (CIEC)

By Mr. Harry Sharma, CICE, Carleton University and Ms. Roohi Ahmed, India Canada Friendship Circle

The India Canada Friendship Circle (ICFC) 2016 lecture series included a thought-provoking presentation on Science, Technology and Innovation Partnerships by Mr. Harry Sharma, Manager, Canada-India Centre for Excellence (CICE), Carleton University. The session was chaired by ICFC Vice President and Mathematics Professor, Dr. Steven Desjardins. ICFC members and Dr. Roseann O’Reilly Runte, President and Vice Chancellor of Carleton University joined in the stimulating dialogue and networking. The following is a summary of Mr. Sharma’s perspectives and views on the need to understand the cultural and economic climate in India to forge successful and innovative partnerships.

More details on ICFC can be found at the following website: http://www.icfc.ws

Transformation
Today’s India is experiencing an economic transition unparalleled anywhere else in the world. Regardless of the measures used to describe the country’s growth rate or its increasing GDP, it is sobering to take a moment to consider the scale of the transformation. More than 65 percent of India’s population is under the age of 35, approximately 650 million people. And soon, the annual per capita income in India will cross the economically significant 100,000 Rupees (or roughly $1,500) threshold. Many economists expect that meeting this threshold will lead to a more consuming and aspirational population – an average Indian’s propensity to consume non-necessity goods and services will become significantly higher. This represents an opportunity that Canada cannot afford to miss.

Partnership
Canadians must demonstrate a desire to forge a true partnership with India, and not just establish a “seller-buyer arrangement”. As any businessperson or scholar who has worked in India can attest, building trust and credibility is the first, and arguably the hardest, step toward partnering with India. It is incumbent upon us as a country to invest in building human capacity as well as business models that are specifically designed to build trust with India. Our small businesses and start ups, for example, must be encouraged to learn about Indian realities: cultural sensitivities, business practices, regulatory environments, government incentives, and above all, consumer behaviour. Many of the products that are developed to address North American or European consumers will find it hard to be “localized” for India because fundamental consumer behaviours can vary widely. A perfect example is Flipkart’s “Cash on Delivery” model for e-commerce. Flipkart, India’s largest e-commerce company, realized early on that credit card penetration in India will pose a significant challenge as there are only about 20 million credit cards in a country of 1.25 billion people. So Flipkart devised a model that would allow it to sell merchandise to people without a credit or a debit card.

Potential
Canada’s exports to India account for roughly 0.8% of our total exports, and an annual bilateral trade of approximately $8 billion, only $1 billion more than our trade with Netherlands, which has a population equal to that of New Delhi. It is unfair to make this comparison, of course, given that per capita income is significantly higher in the Netherlands than in India, yet it is helpful for conveying the trade growth potential with India. The CICE at Carleton University is developing specialized courses, in partnership with Indian partners, to provide exposure and training for Canadian businesses and policy makers. The CICE also continues to support policy relevant research to identify the best ways to engage with India that will lead to a robust partnership.

International Experience Becoming Essential for MBA Programs

CIEC Author

Source: Canadian Business via Academica

International business experience is quickly becoming an essential part of an MBA graduate’s CV, reports Canadian Business. As a result, more of the country’s MBA programs are adding international exchanges and fellowships to their curricula. Some major business schools that have recently added these components are the Sobey School of Business at Saint Mary’s University, the Rotman School of Business at the University of Toronto, and the Asper School of Business at the University of Manitoba.

Fleming College approved as Registered Education Provider by Project Management Institute

Fleming College approved as Registered Education Provider by Project Management Institute

CIEC Author

Source: Fleming College

[CIEC Academic Member] Fleming College has been approved as a Registered Education Provider (REP) by the world’s largest project management member association, the Project Management Institute (PMI).

The designation ensures that Fleming has met PMI’s rigorous quality criteria for course content, instructor qualification, and instructional design. REPs are organizations that have been approved by PMI to help project managers achieve and maintain the Project Management Professional (PMP) ® , Program Management Professional (PgMP)® and other PMI professional credentials. The college now joins more than 1,500 REPs in more than 80 countries.

“This brings us closer to our goal of having Fleming College’s School of Business become the Project Management hub for Eastern Ontario,” said Raymond Yip Choy, Coordinator of Fleming’s Project Management program.

“We have worked to create strong links with PMI. The program has high student and employer satisfaction rates as well as newly-established community links through the completion of successful applied projects and internships. We look forward to further enhancing the reputation of this program and expanding our opportunities to provide certification in this growing career field.”

In addition to the designation, Fleming hosts the PMI Group Examination three times a year. This provides an opportunity for students and industry members to write the professional certifications at the college.

The Project Management program is a post-graduate certificate program offered at the Sutherland Campus. Through classroom sessions and applied project experience, students learn and practice how to initiate, execute and close projects incorporating scheduling tools, budgeting principles, human resource management, risk management and quality management. Communication and leadership skills are also developed and honed throughout the program. For more information on the program, visit: flemingcollege.ca/programs/project-management.

About Project Management Institute (PMI)
Project Management Institute is the world’s leading not-for-profit professional membership association for the project, program and portfolio management profession. Founded in 1969, PMI delivers value for more than 2.9 million professionals working in nearly every country in the world through global advocacy, collaboration, education and research. PMI advances careers, improves organizational success and further matures the profession of project management through its globally recognized standards, certifications, resources, tools academic research, publications, professional development courses, and networking opportunities. As part of the PMI family, Human Systems International (HSI) provides organizational assessment and benchmarking services to leading businesses and government, while ProjectManagement.com and ProjectsAtWork.com create online global communities that deliver more resources, better tools, larger networks and broader perspectives. Visit us at www.PMI.org, www.facebook.com/PMInstitute and on Twitter @PMInstitute.

About Fleming College
Located in the heart of Central Ontario, Fleming College has campus locations in Peterborough, Lindsay, Cobourg and Haliburton. Named for famous Canadian inventor and engineer Sir Sandford Fleming, the college features more than 100 full-time programs in Arts and Heritage, Business, Environmental and Natural Resource Sciences, General Arts and Science, Health and Wellness, Justice and Community Development, Skilled Trades and Technology, and Continuing Education. Fleming College has 5,900 full-time and 10,000 part-time students, and more than 68,000 alumni.

Reverse Culture Shock Common in International Exchanges, but Not Often Discussed

CIEC Author

Source: University Affairs via Academica

Writing in University Affairs, Concordia University student Pierre-Alexandre Bolduc recounts how his return to Montreal after two semesters abroad was “as much of an experience and adaptation as going abroad.” Reverse culture shock is a common, but unexpected and under-discussed sensation of “re-culturing” one’s self to a place, according to Concordia Psychology Lecturer Dorothea Bye. She believes that exchange students need to “talk to people who have gone through the same things as they did,” and Concordia International is considering offering resources specifically to returning exchange students. Concordia sends between 350 and 400 students on international exchange every year.

Students and Parents Differ in Their Views on PSE, Jobs

CIEC Author

Source: Ipsos via Academica

A recent poll has revealed the differences between parents and students in their perception of why students attend PSE. Students were significantly more likely than their parents to report that one of their motivations in attending PSE was to satisfy their parents. In terms of career, parents were more likely than students to believe that finding a meaningful and fulfilling job would make their children happy. While attending PSE “to maximize the chances of having a career that [they] will be happy with” was the most influential factor for both groups, parents were significantly more likely to cite this reason than students.

Edu-Canada Canadian MBA Showcase Tour 2015

CIEC Author

Source: Indo-Canadian Business Chamber via High Commission of Canada

Following on the success of the inaugural Edu-Canada Canadian MBA Showcase Tour in September 2014, the High Commission of Canada in India is pleased to announce the 2015 Edu-Canada Canadian MBA Showcase Tour. Once again co-organized with the Indo-Canadian Business Chamber (ICBC), this second iteration will visit Bengaluru, Chennai, Mumbai, Delhi, and Chandigarh. Canadian universities offering MBA programs to international students will be highlighting their course offerings, scholarships, student experience, accessibility, affordability, and career paths in an all-Canada context.

Universities Canada Releases Federal Election Policy Briefs

CIEC Author

Source: Academica

Universities Canada has released a series of four policy briefs outlining its positions on issues relevant to the upcoming federal election. On the topic of student mobility, they recommend that the next government initiate “a bold program of support for short-term domestic and international student mobility” to improve graduates’ understanding of domestic and international issues. On labour market issues, they argue for the creation of more paid co-op and internship opportunities. They advocate increased programming funding for Indigenous students and communities as well as more student support and financial assistance. On the issue of research and innovation, they recommend sustained funding for the federal granting councils and enhanced support for early-career researchers and international partnerships.

Why Indians Study Abroad

CIEC Author

Source: Education Times

With a topic inspired by almost 10 years spent working within the Indian community in Australia and living in India, Nonie Tuxen’s thesis explores the growth of the ‘new’ Indian middle class and their desire for overseas education.

On her choice of topic, she says: “During my undergraduate, I worked part-time in an Indian restaurant and got a first-hand experience of Indian students’ dreams and aspirations to study overseas. Also, my parents had come to India for their honeymoon so I was quite interested about the country. I visited India many times over the years and witnessed the change in the country’s upwardly mobile middle class and their fascination for overseas education.”

Tuxen says that countries should understand the value of studying abroad for international students and allow work rights for at least two to three years. “My research indicates that gaining professional exposure in an international setting is a key factor in determining what and where young Indians choose to study.”

To read the full article, visit the Education Times.