Knowledge Mobilization ? The Canada-India Context Balbir S. Sahni

1. Knowledge Mobilization ?The Canada-India ContextBalbir S. Sahni Presented at Synergy 2011 Education Conference Organised by Canada-India Education Council October 2011 · Toronto

2. Knowledge Mobilization?The Canada-India Context Motivation Canada-India Educational Linkages Student Mobility: Statistics Memorandum of Understanding Momentum: Work in Progress Welcome Dimensions of Partnerships Selective Guidelines Concluding Remark

3. I. Motivation The Education Summit and Engaging India Conference during June 2011 in Ottawa Knowledge Mobilization (KM) to be recognised as an ultimate objective of academic and research partnerships KM for wider benefits, ultimately to be available as input towards the relevant policy making process Range of partnerships in varying formats and structures, can serve as a central and unifying theme As for Canada-India quantum jump in the number of collaborative initiatives and MoUs. If properly focussed, could contribute to significant advancements in measurable KM output, but initially need to meet key prerequisites aimed at enhancing interactions amongst scholars in partner countries

4. II. Canada-India Educational Linkages Growth of educational interactions encouraging Canada-India MoU in Higher Education affords ample opportunities to retain focus on KM Sustainability of overall partnership, at the same time exhibiting the branding of education infrastructure in each country At present in Canada, all three federal granting councils, viz. CIHR, NSERC, and SSHRC, are cognizant of the importance of KM. The Indian counterparts are equally committed to this process Well-focused collaborative research agenda engaging graduate students, joint supervision and research, also engaging industrial sectors in thematic research portfolio critical. Recent developments in Student Mobility & MoUs relevant

5. III. Student Mobility: Statistics • Among the host regions, clearly North America & Western Europe attracts the largest share and as for regions of origin it is East Asia & the Pacific, followed by others • Enriching global mobility, engaging all regions, influenced by push and pull factors caused by current regional weaknesses and strengths resulting in sizable outbound and inbound mobility respectively • Over time we will witness gradual changing distributions globally, with Canada-India continuing present momentum in student mobility and research partnerships • India has now assumed the second position (next to China in term of annual flow of students and in terms of the stock, third position (after China and Korea) • While the undergraduates continue to serve as a feeder for graduate studies, imperative to attract more participation in graduate studies and collaborative research • Point • Point 3 • Point 4 • Point 5

6. Figure 1 Worldwide Distribution of International Student Mobility at Post secondary Level[3 million students] (b) Distribution: Regions of Origin (a) Distribution: Host Regions (UNESCO Global Education Digest 2010)

7. Figure 2 Top 10 Countries of Origin of Foreign Students in Canada (2010) (a) Flow (b) Stock (Source: Citizenship and Immigration Canada Facts and Figures 2010 Data)

8. Table 1 Foreign Students Present in Canada on Dec 1st, 2010 by Level of Study (Source: Citizenship and Immigration Canada 2010 Data)

9. Figure 3 Annual Flow of Indian Students to Canada (1991-2010) (Source: Citizenship and Immigration Canada Facts and Figures 2010 Data)

10. Figure 4 Canada-India Student MobilityStock and Flows (2000-2010) (Source: Citizenship and Immigration Canada Facts and Figures 2010 Data)

11. Figure 5 Total Entries of Foreign Students by Top Source Countries (2008-2010) (Source: CICFacts and Figures 2010 Data Released September 28, 2011 )

12. (IV) Memorandum of Understanding Momentum: Work in Progress • The present Shastri survey (work in progress) of its members reaffirms the MOU momentum. Respondents from Indian and Canadian member points to approximately 200 MoUs engaging over 125 institutions because of duplication • More interesting is the fact that a cross section of institutions in India and similarly those in Canada have found partners • Recent collaborative efforts are focused on several areas of bilateral research, also relevant globally • While major partnerships are with academic institutions, an increasing number of MoUs show collaborations with expertise outside of academia as well. • Point 3 • Point 4 • Point 5

13. Status of Current Canada- India MoUs • A simple survey of the Shastri Indo-Canadian Institute member institutions (work in progress) reveals ongoing momentum as evident in the data as of October 4,2011: • Number of institutions responded from the partner countries: 39 Canada 28 and India 11 • Total number of present MoUs: 232 and 23 under discussions • A cross section of India and Canada focused institutions, represent all regions from each country and cover all Faculties • Those who have responded thus far include: • Athabasca, BHU, Berhampur, C.C.Centre for Architecture, Carleton, Concordia, Dalhousie, HEC, Indian Institute of Advanced Studies, IIM-Bangalore, IIT-Bombay, IIT-Kharagpur,

14. …………………………………….continued • IIT-Patna, IGNOU, McGill, Mt. Allison, Mt. Royal, NALSAR, NLU, Nova Scotia Agricultural College, Ontario Centre of Art & Design, Queen’s, St. Mary’s, St. Thomas, SFU, The English & Foreign Languages University, Universite LAVAL, Universite de Montreal, University of Alberta, Calgary, UFV, Lethbridge, Manitoba, Regina, Saskatchewan, Uvic, Waterloo, and York Student and faculty exchanges, has often served (and is sustained ) as the initial initiative. In more recent collaborative efforts the focus has been to enhance research agenda of mutual interest Often, special funding is sought after jointly and an increasing number of externally funded projects are in operation. Graduate students are afforded research opportunities under co-supervision

15. …………………………………..continued • One recent development, implemented by a few partners is to use the co-op format of degree program, allowing for study and/ or work-terms across in the partner country. When more formal facilitating steps are in place, this might become more common • Besides academic institutions, an increasing number of private sector entities are seen to welcome their participation particularly in training and research efforts of students and scholars • In selective cases the respondents seem to have sought out participation of appropriate corporations. In fact, we find that major players in the private sector are poised to play a contributory role

16. V. Welcome Dimensions of Partnerships Interconnectivity between academia and industry evident in successive Science & Technology (S&T collaborative projects Existing cataloguing of Canada-India S&T projects and their outcomes is bound to promote KM further Interdisciplinary participation and approaches to problem solving are increasingly meriting support from funding agencies. It will be beneficial to catalogue outcomes to promote KM Greater awareness of each other’s environment is helping players be more selective and successful in identifying appropriate partners Recent establishment of Canada-India policy development centres at academic institutions in Canada following the long existence of Canadian Studies centres in India bodes well for the future of knowledge sharing, indeed KM

17. VI. Selective Guidelines Two-way flows must continue to underpin all activities Recruitment of qualified students and interns both at the undergraduate and graduate level for degree programmes as well as specialized vocational training Concerted attempts to have short-term visits of both students and scholars Infrastructure within the sponsoring bodies to ensure dissemination of information on collaborative academic/research partnerships Selecting the right partners is imperative This will ensure the sustainability of linkages Lack of due diligence could lead to unnecessary failures KM processes must be in the forefront Collaborative research agenda must be preceded by a mapping study Appropriate interactions with relevant policy makers and other stakeholders should be considered before, during and after the project

18. V. Concluding Remark Many types of stakeholders are represented here today – each one of us will need to provide diligent support and monitoring to ensure ultimate success. Furthermore, given evident vibrancy exhibited by both sides, we have reasons to be most optimistic. Thank you!