Indian Higher Education System Business Essay

The goal of the statement is to give a general outline describing the current problems in India involving the university system and offer home elevators possible solutions. The outline will provide a consultation to any group seeking to invest or set up operations in the Indian current market. Why look at the education market in India? India has a swiftly developing economy and will be offering substantial opportunities for just about any business to develop its activities and profitability. Half on India's society in under the age of 25, (Bagla, 2010), and combined with the expanding globalization of the business enterprise environment; India is a rewarding market for just about any business, including education.

Many U. S. Universities and colleges want to broaden into India as globalization broadens education as well as business. A simple track record on the educational situation in your community is essential. Not merely to provide value and insights on the nature of the marketplace for higher academic institutions, but an educational outlook of potential employees in the region. India is a intricate place with complex regulations which make it very difficult foreign companies to enter the market without a spouse. The information in this record will outline some of the down sides of such an activity as well as a synopsis of the bigger education system in India. It seems the most effective means of reaching all populations across demographics and social classes in India could to be responded to by for-profit organizations, the Indian Central Government favors another route. The next best-case scenario consists of foreign corporations partnering with Indian higher learning organizations. While it would not appear to be as quick of a remedy to educate more people as quickly as possible like for-profit institutions, it will minimize one of the primary concerns of increasing the grade of advanced schooling across India.

An regrettable byproduct of India's explosive development rate is the development of number over quality in its high education system. While India has the labor, a growing shortage of educated labor will halt such enlargement. If India is to keep tempo with current growths rates it will need to produce a more skilled, higher informed workforce. Not only does indeed India need to boost the amount of skilled personnel, they need to do so quickly without compromising quality. The ongoing growth of the technology-based services, addition of new skills and services, and the hopes to be globally competitive are starting to uncover a few of the limits in India's skilled and educated population. As the age of the current populace continues to increase and the public status elevates to produce a larger middle income; India will be left with few options if it's to continue to expand. To delay, or await the Indian school system to catch up could be devastating to the overall economy. Already, tech companies in India are scrambling to gill the home demand for qualified knowledge employees. It is merely a matter of your time before another business sector starts off to have the pinch.

Many of India's advanced schooling obstacles stem from poor reputation, over-saturation of industry, and absence of national standards. To hold pace, India should check out granting foreign colleges the possibility to offer diplomas in India as well as raise the academic requirements of current universities and colleges. Other ideas include establishing vocational and complex colleges to help in the short-term or allowing for-profit schools into the system. The Indian government forbids such corporations from operating within the country. To change plan would require significant reforms in the central federal government education policy. Because of such legislation the most likely scenario involves pushing more foreign companies to enter the market. Not merely will these certifications maintain more value, they can also bring their resources and reputation to a already underperforming educational market.


A sense of urgency is rolling out around advanced schooling in India over the past few years and there are several reasons for this recent concentrate. First, blame for skill shortages in a number of areas of India's overall economy has been put on the weak higher education system. Second, reservation quotas in higher education companies, especially the more reputed companies that provide use of the higher status and best-paid careers is still a highly contested issue. Booking quotas are a kind of affirmative action in India made to increase the well-being of under-represented communities because of the caste. Third, quarrels have been made the country will never be able to support current growth and keep maintaining competitiveness unless problems with higher education are corrected. Last, demand for higher education continues to outpace supply scheduled to a growing population of young people, gains in college education, the growing middle income and their rising aspirations. A lot more than five million Indians enter into the 15-to-24 generation every year, adding a demographic press to increase demand for more universites and colleges (Agarwal, 2010). Properly informed and utilized, these teenagers could bring the country the surge in development it needs to maintain current expansion rates. However, if India does not create high-quality colleges because of its youths, it challenges making a demographic catastrophe.

India's higher education system has seen a massive increase in recent years, both in terms of the amount of corporations as well as the learner enrollment. India has more than 400 colleges and over 20, 000 schools, of which almost fifty percent were set up in the last decade (Agarwal, 2010). Yet, despite having more advanced schooling institutions than any country on earth, hardly any are one of the leading institutions in the world.

Since India first achieved freedom, higher education has always been critical to India's progress. As the populace and economy continue steadily to grow, so will the demand for higher education. Companies entering into the Indian market are no longer content with the abundance of labor India has to offer. Now, skilled employees are had a need to fill positions for India's growing service-based economy. This ongoing education boom has resulted in India having one of the greatest higher education systems in the world, signing up more than 12 million students (Makar, 2008). Growth in quantities, however, is not accompanied by an improvement in the delivery of higher education and overall value once going into the job market. Severe shortages of faculty and poor infrastructure have considerably impacted results, with less than a handful of Indian institutions attaining global reputation. The Indian Higher Education system continues to be bogged down by the difficulties of inadequate gain access to, poor quality and inequality. Issues of good gain access to and affordable involvement in advanced schooling are critical if India is to empower its people with educational opportunities that allow specific potential to be satisfied, and allow more Indian graduates opportunities for work and to compete in an international industry.

Another issue is deciding where graduates is going. More and more adults and women graduate from colleges and universities. As this number grows the existing Indian overall economy has been able to preserve the increasing variety of educated individuals. The Central Administration estimates around 2 million people will be put into the unemployment ranks each year (Makar, 2008). Just how many unemployed folks can the market keep? India not only needs better educational programs but more diversified programs as well. It needs programs which are able to adapt and modify to the changes demands of the current economic climate. The current need is to up grade the Indian ADVANCED SCHOOLING system. With top quality education, companies can teach the increasing young adult human population in multiple areas of the economy to have the ability to remain competitive internationally.

Education, Federal and Policy

India has regularly displayed a higher rate of monetary growth in recent years and has now turn into a major player in the global knowledge overall economy. India is increasingly being considered an growing global ability, a power that will condition the global balance of vitality in the 21st hundred years. Still, there are substantial obstacles India must overcome to be able to maintain its present economical growth. One of many is the problems in the higher education system. An issue which sometimes should go unnoticed one of the engineers, doctors and managers growing from India's top institutions like the Indian Institutes of Technology and Indian Institutes of Management.

Skill-based activities have made significant contribution to India's continuing growth expansion. Such activities be based upon the large pool of qualified manpower that is given by its large higher education system. It is widely accepted how advanced schooling has been critical to India's introduction in the global knowledge overall economy and industries routinely point towards huge skill shortages argue the existing rate of monetary growth may well not be sustained unless the situation of skill shortages is addressed. The skill shortages occur because there look like endless issues with the bigger education system. The machine produces graduates that are unemployable, despite having skill shortages in a number of sectors.

Additional advanced schooling challenges relate to poor reputation of current institutions, over-saturation of industry, and the absence of national standards. Criteria of academic research in India as a whole are low and declining as a result of the cluttered educational environment. Lots of the problems are powered by a hard to control affiliation system. The system is highly fragmented, spread and difficult to manage. There's a strong case for consolidation of establishments across India. Inflexible academic structure is another issue. The system must be revamped to allow more creative imagination and advancement. Current curriculums are too traditional and need to be more strong and linked with the real world. Additionally, a growing of number executive and management schools have mainly become purely business entities concerned only with income and are dispensing very poor quality education to students.

Little public funding exists for higher education and when available it is unfairly sent out. Nearly one-third organizations do not receive any government money at all. Of the rest of the, about half get some financing from central federal. Actually, eighty-five percent of central money go to only a handful of central corporations and these institutions enroll less than two % of the students in India (Bhatia & Dash, 2010). The majority of the bigger education systems rely upon the state government authorities, most of them facing their own financial crunch.

In addition to funding, declining autonomy of academics institutions has been an issue for years in India. Only just lately have some universities been able to regulate academic concerns including flexibility and innovation. This is because the regulatory vitality rests with the School Grants Commission payment. The name of the School Grants Payment (UGC) is misleading because the role of the payment is much greater than giving grants or loans to colleges and schools. Its more important role is to improve and maintain educational standards in advanced schooling, frame policies and to suggest the Central and Talk about governments about expanding and improving higher education. Because of this, academics decisions such as; framing the syllabus, executing of examinations, restructuring classes, and change in nomenclature of course have been controlled and chosen by the UGC rather than a college's regulating body. The commission has not progressed its benchmarks in over fifty years no longer helps to keep up with educational criteria abroad.

The advanced schooling system in the united states is governed by multiple companies with UGC as the very best governing body. The rules and regulations established by these businesses combine to make the higher education system extremely sophisticated, especially considering the multiple organizations involved. A number of the influencers in the regulatory construction in India include: Point out governments, thirteen professional councils like the University Grant Fee, All India Council for Tech Education (AICTE), and five professional councils at the state of hawaii level like Rehabilitation Council of India (RCI) (Bhatia & Dash, 2010). This complex regulatory arrangement of higher education in India is generally regarded as dysfunctional due to highly precise, time-consuming and nontransparent rules. It really is these regulations that do not allow institutions to react to changing needs of the Indian current economic climate and society as a whole.

Historically there has been little informed open public debate on the issue of advanced schooling in India. It really is widely organised that policy is suffering from several systemic deficiencies because is influenced by populism and in the absence of reliable data. A lot more than forty-five years ago while inspecting the turmoil in Indian education, Nobel prize success Amartya Sen, a world-renown economist, pointed out that the failures in policy-making in the field of Indian education can be attributed to administrative neglect or even to thoughtless action by plan producers (Sen, 1998). Sen argued insurance policy will include the evaluation of the characteristics of the economical and social pushes operating in India. He emphasized the government's inclination to formulate educational insurance policy based on general population pressure and as a result, the wrong plans tend to be pursued. It really is widely presumed policy-making is suffering from similar failure even today. Rather than practical and applied routines, it is populism, ideology and vested interests that drive insurance plan. Policy designers seek to achieve arbitrarily place goals that tend to be elusive and unobtainable. Offering more power to individual institutions when it comes to decision making would allow those to make changes proactively to keep pace with the changing obligations of society.

Accreditation and Quality

The regulatory buildings in the current advanced schooling system are frustrating.

Entry through legislation by itself is a formidable hurdle. Establishing a school in India requires an Act of the Legislature of Parliament (Bhatia & Dash, 2010). The school route is a lot too problematic for new organizations. The effect is a reliable increase in the common size of existing universities with a steady deterioration in their quality of education. In India, accreditation is performed by government organizations. The National

Assessment and Accreditation Council (NAAC) was set up by the UGC in 1994 to accredit advanced schooling institutions. However, hardly any institutions have requested accreditation by the NAAC, partially as a result of rigid criteria they may be weighted on. Many absence sufficient infrastructure and/or suitable faculty. As of 2010, only 140 out of 355 public universities and 3492 out of 18, 064 general population universities have completed accreditation (Bhatia & Dash, 2010). In addition, a federal regulator that targets technical schools known as 340 private institutions across India which offers classes without its accreditation.

The advanced schooling commission of India just lately released a list of twenty-one fake universities, many of them no more than a mailing address or signboard dangling over the shop, temple or work place. Poorly governed, unaccredited and frequently entirely fake universities have sprung up as demand for advanced schooling accelerates, driven by rising young ones population and dreams for a much better life. In some cases these universities offer degrees without going for a school. India has so many regulatory obstacles that is discourages honest deters honest organizations from establishing colleges and motivates those ready to pay bribes and corrupt the bigger education system. With a lot of the government's money directed toward combating rural illiteracy by boosting primary institution education, the private sector has crammed the gap for colleges. Even so, a lot of India's universites and colleges, both private and open public, face serious shortages of faculty, ill-equipped libraries, obsolete curriculums and poor infrastructure.

Infrastructure has a meaning in education as well as transportation, energy and retail. World-class universities and schools should have world-class libraries, laboratories and classrooms, in a building worth such education to make a world class infrastructure in India. India needs top-notch infrastructure and better expertise in all classes and colleges. These resources should not remain limited by a handful of IT and Management Institutes. Each village must have a university with all resources and facilities. Each university or college should have whatever it requires for a better education. This might require large sums of money and hence, huge opportunities. While India may not necessarily hold the resources to purchase such areas, public and private companies far away do.

For-Profit Institutions

India's goal is to increase enrollment in higher education to thirty percent by the year 2020, meaning forty million more students will be added to the system (Ernst & Young, 2011). Remaining to public options alone this will be difficult to attain. India needs significant participation from the private sector to accomplish such goals. The Indian government should consider allowing for-profit education as long as there is a plan in place for a regulatory construction to guarantee the for-profit institutions abide by a certain educational specifications. Private investment will allow the educational system to develop capacity much quicker than if remaining to the governments. India would need a $200 billion investment to include twenty-five million higher-education seats by 2020, half their goal (Ernst & Young, 2011).

The issue at hand in the for-profit realm is the Indian administration is not in favor of allowing the universities in. Even the Perfect Minster weighed in on the problem. Claiming he will not want student fees providing dividends to shareholders. He's interested in having U. S. -based mostly universities and community schools find companions in India in forms of twinning preparations, joint levels and diploma lessons (Wired Academic, 2011). For-profit organizations such as thee University or college of Phoenix and Cappella University for the U. S. as well as BPP School of Professional studies in Britain have been some of the schools frantically lobbying to set up shop in India.

To avoid the difficulties of dealing with the Indian government authorities, one school even appeared out of India to broaden. The Manipal Group was created in 1953 as India's initial privately run medical institution with campuses in India with over 20, 000 students in anatomist, management and medical classes (Rai, 2012). Manipal bypassed India's highly governed educational system and increasing overseas with normal campuses. Universities and colleges in India are run only by non-profits, the group is profitably delivering distance education and providing trials and training services. Manipal University alone receives 90, 000 applications annually, but intake is 4, 000 in medical, anatomist and other institutions (Rai, 2012). The federal government keeps a good lid on absorption, which makes it difficult to financing domestic expansion. If India got an available door education plan, Manipal would not have looked to expand beyond India. Their resources could be used to assist in India. Manipal could create campuses in Malaysia and have them up and running within thirteen a few months. The permit process in Malaysia only required three months. In comparison, development permits in India take a lot longer. A permit to grow in Jaipur got two years to receive and another for a center in Bangalore continues to be happening, both applications were sent at the same time (Rai, 2012). The problem to go abroad reflects the perception shaping India's education insurance policy. Youth are a formidable part of the economic promises of the 1. 2-billion-people India. But India's ban on for-profit investment in colleges and universities has choked money and development of quality for-profit establishments.

In the U. S. for-profit institutions of higher learning are considered by many to become more flexible than traditional nonprofit universites and colleges. Many for-profit universities have campuses throughout the country as well as numerous online programs, allowing students to easier find programs that fit their needs.

Many proponents of for-profit establishments also contend that these schools are a lot more responsive to the needs of its students, especially their adult learners. Because such institutions are for-profit, they must continually react the changing needs of students in order to achieve a free-enterprise system. In India, such a structure would allow for curriculums to be quickly developed, improved or fine-tuned for specific sectors of the overall economy. Furthermore, this need to stay competitive can help drive new inventions and advancements at for-profit institutions at a possibly faster rate than at nonprofit universites and colleges.

For many students, for-profit universities might be preferable because their curriculum often offers a greater give attention to job-specific programs. Within the U. S, for-profit companies have demonstrated a larger likelihood to serve low income, minority and first-generation university students. In India, for-profit establishments may eliminate barriers to post-secondary education previously unobtainable to certain associates of society scheduled to religious, interpersonal, or demographic affiliation. Hence, it would provide much easier usage of education, even to rural areas.

While this seems to be the most effective methods to bridge the education gap between demand and supply in India, it will likely not be implemented anytime soon. India currently has enough problems with their education system as there's a extreme drop from 1st to 2nd tier academic institutions. Before, policies of quantity over quality have allowed universities to operate without any accreditation whatsoever. In some instances individuals are concluding levels that are meaningless and useless to them trying to get jobs. If such a for-profit organization were to be allowed into India, students would know their level is coming from a well established, certified foreign establishment which would keep value at work. Still, without drastic reform from the governing physiques, for-profits are an unlikely solution.

Foreign Universities

If students want a good university or college education in India they have got two selections: be created brilliant and study incredibly hard to gain entry into one of the country's few world-class executive, knowledge or medical universities; or head abroad. Just a few thousand students annually are fortunate to make it via the past course, while around 130, 000 students per year, who don't quite make the quality at the best academic institutions at home but can afford to cover a overseas education, end up studying overseas (Agarwal, 2010). The Indian federal says it'll increase enrollment in state-run universities by more than 50% in the next three years. More importantly, the government is also considering allowing overseas universities to start campuses in India, either on their own or together with local academic institutions.

India has wonderful potential, but school education is a exceptional privilege in the world's second most populous region. Fewer than 17 million out of India's 1. 2 billion folks have been fortunate to study past high school (Bagla, 2008). India needs educated workers. Despite its financial boom and considerable young populace, India faces a serious skills shortage. Wage rates are growing by 20% each year, sometimes more, as Indian companies battle to attract informed workers. It can help that as opportunities at home improve, more students are deciding to come back to India after their studies in another country, reducing the mind drain of India's top talents. If the world's universities can setup shop in India, not only will more Indians get the opportunity at education, fewer students must leave India to begin with.

For generations Indian students' favorite destination has been the U. S. According to a report by the U. S. -based mostly Institute of International Education, 104, 897 Indians presently study in America, the biggest one group of international students in the U. S. before Chinese and Koreans (Institute of International Education 2011). In 2006, the number of students was 76, 503 (Institute of International Education 2011). An interesting fact is almost three-fourths of Indian students learning in the U. S. are graduate students, reflecting the large scarcity of graduate programs back home in India. Graduate programs in India have a higher applicant, low approval ratio. Graduate schools have a strenuous application and selection conditions in India. The majority of those students return to work in India, but thousands stay static in the U. S. , contributing their skills to the world's biggest market.

Traditionally, Indian students have been going to universities in Europe, Australia and New Zealand as well. Recently, students have been moving their target from popular educational hubs like the US, UK, Australia and Canada to Euro and South-East Asian nations because of rising costs of education. While countries such as Sweden, Denmark, Germany, France and Ireland get students opting for experts in telecommunications, biotechnology, specialized and non-technical topics, Russia, the Philippines, China and Ukraine are becoming increasingly the preferred vacation spot for medical students. (Agarwal, 2010). The international market for students has become far more competitive as the number of European universities offering programs in British has risen considerably within the last few years, making them more attractive to Indian students.

The world's best universities know the Indian enthusiasm for education is a potential goldmine and have been lobbying to open up the local market for years. The gap between India's top schools and another rank of universities is huge. For any B or C level student the options are limited in India. But if international universities can open up better education to thousands more Indians at home, it will mean means much more chance of students and establishments alike.

Many universities have previously considered the first steps towards moving campuses to India. Virginia Technical University opened up a campus in Tamil Nadu. The school hoped to make a devote India where technical engineers, students, and high-tech technology professionals from the United States and India will work together and study from each other. The program is an execution associated with an agreement with a huge private sector group fulfills Virginia Tech's desire to have a credible occurrence in India with adequate land for future expansion and proximity to a significant metropolitan city two hours from Chennai. Among the major benefits some Indian Universities still lack is Virginia Technical will manage the campus and design its academics programs, research facilities, and labs. The college or university will also promote the idea of education overseas at the new campus and arrange for faculty exchanges.

Other the other area of the problem, Georgia Point out isn't thinking about opening a branch campus in India since it does not have the resources, however, the school is thinking about partnering with Indian advanced schooling institutions and producing collaborative degree programs. Georgia State's business school already offers a joint, two-year master's program with the Country wide Management University in Chennai, an exclusive for-profit professional whose degrees are not recognized by the federal government of India. While Virginia Technology graduates have an accredited degree, Georgia Talk about realizes Indian students have made the guess that even unrecognized credentials can open gates to better jobs in private industry. Columbia Business University started students exchange program with the Indian Institute of Management at Ahmedabad. The two institutions teamed up to create case materials devised to instruct American students about doing business in India. Columbia is the latest of several overseas business classes to see as a growing trend to teach future executives about India. Carnegie Mellon University in Pittsburgh offers Indian students at the Sri Sivasubramaniya Nadar University of Advanced Software Engineering an actual Carnegie Mellon level. Also, Champlain University, based in Burlington, Vt. , operates a satellite television campus in Mumbai that offers degrees in another of three career-oriented content that university administrators have found to be appealing to Indians: business, hospitality management and software engineering.

While the previous paragraph highlights a few of the success testimonies of international partnerships, there a wide range of high-quality overseas collaborations existing alongside collaborations of poor in India. So that they can regulate this market and dramatically increase the capacity of its higher education system, India is attempting to allow foreign colleges to establish branch campuses or elsewhere offer government-sanctioned levels. The Foreign Educational Organizations Expenses was approved by the country's case in March and is pending in Parliament. While its form may change, many observers consider it will move.

Educational Culture Changes

In India, higher education is confronted with formidable difficulties and must move forward with the most radical change and renewal it has ever been necessary to undertake. Not merely does the bigger education system need to respond to the changing economical situations but also include deeper socio-cultural proportions that includes more people in the higher educational system than previously. Internationalization of higher education in India was shunned for many years by the Central Federal government. Policy designers only looked at the unwanted effects and neglected the huge benefits, such as; improvement in the grade of education, advertising of Indian culture and principles abroad, as well as financial and politics benefits. Internationalization of education through academic partnerships offers vast choices for India and remains to not only a concept but also a transformational process that should be marketed by Indian higher education institutions.

Education reforms are high on the agenda of the existing government with focus on expansion, addition, and quality as the pillar of Indian higher education. India aspires to be powerful, it wishes to play a role in the international community, for the to occur, its economy must grow substantially. It needs a huge make of business owners who could change it into a nation which produces, from one which only uses. India needs a big workforce of innovators who could make it self reliant in all sorts of sciences and technologies. India also needs musicians and artists who could make its culture popular in the world, not only sell itself, but will helps in advertising Indian products and culture in foreign countries.

The current system didn't teach younger generations how to become innovators or business people. Children in India usually do not have the flexibility of selecting their job as decisions on deals and education of often created by higher ups within the family. Because of this, younger participants are forced to be engineers, doctors, MBA's and administrative officers. But for many who cannot afford to review at the very top tier schools and pay to wait foreign universities, the choices are limited due to lack of different solutions that vocational schools and for-profit schools have provided in the U. S. The problem is youngsters in India don't have the vision to believe beyond. Neither their parents, nor their grandparents acquired that vision. That's where the root of the problem is. Generations have been through a system endorses inequality.

The Indian advanced schooling system continues to show many structural shortcomings which, in turn, create challenges in meeting future objectives. Despite having more higher education institutions than every other country on earth, education is not the job of choice in India, but one of compromise. If you are a educator, people sympathize. They curse the prevalent unemployment in the country. Education is one of the best profit making establishments in the service sector, but its workers will be the least paid in comparison to those employed in the more attractive industries like the IT industry.


The Indian higher and technological education system is huge and complicated. It has grown enormously and still struggling with access, superiority, quality, resources, and governance. However, the shear advantage of number (and small percentage of brilliant and innovative students among the two and a half million young minds that are pursuing engineering education) and also few very good institutions/colleges that are imparting education and skills at global standards has given India advantage in accepting challenges in the twenty first century global economy. Another decade will be critical and India hopes several primary level reforms occurring will improve the power and quality of education in the bigger education system. You will see converging methods between accountability and governance with greater autonomy to establishments. If India is successful in their changes, the storyplot of their have difficulties and the expected positive result would be of immense value to other expanding nations.

The issues of restrictions, the role of regulatory systems and its overall implication on the progress, functioning and autonomy of advanced schooling institutions have to be fixed for the Indian education system to go forward. The education sector must shift their concentrate regulate quality, not the development of resource. The suggested steps would help to deal with its various systemic deficiencies and offer a direction for change in regulations related to regulatory construction of advanced schooling.

Greater emphasis on the low socio-economic degrees of the labor force and skill development using vocational education or any educational setting geared towards responding to the problems of skill shortages in the economy will merge the demand supply gap. The constraints and troubles in India combined with the various initiatives at different degrees of government to beat those issues have shed light in the probable of the Indian labor force. Are the increased determination to privatize and commercialize higher education with international institution and positive course for change in policies related to higher education and skill development for years to come.


I believe part of the program is learning not no more than various topics and management strategies, but also studying myself. In my own crusade to learn everything in such a short time through the capstone task I now see where I possibly could have applied a few of the fundamental ideas in this program but did not. Recognizing this is all in hindsight, I have put together a few ideas to use to my very own management tactics. Since responses is highly regarded and extremely useful in an organizational development setting, I feel it is a good time to add a small section to provide my own responses. Feedback loops can help enhance the changes to a management framework and I should have used more of them during the course. That is not to say just how I handled the situation was wrong, but now I see a better way.

The paper on top of the education system in India is one I should have selected as the first paper. I contemplated the idea, but felt I'd learn more researching a field I am studying down the road. Yet, after my experience and what I've researched, I feel using this as my introductory research, then ending up in either authorities or university officials would have been a much better option. More centered research and representation would have generated a much more effective learning experience on doing business in India. Once completed, branching off into the energy sector would be good for my learning experience.

Again, I realize this is following the fact, but is essential for future years if the opportunity presents itself again. I am able to start to see the situation through all three phases of planning, case study, and reflection at exactly the same time instead of modifying to each stage when it develops. EASILY developed this way of thinking before our trip, i quickly would have been able to make a formal plan of moving for-profit companies into India or branched off on the thought of implementing strategies for U. S. colleges to start campuses in India.

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