ACCREDITATION BOARD FOR ENGINEERING AND TECHNOLOGY 2004. Criteria for Accrediting Engineering Programs (effective for evaluations during the 2005-2006 accreditation cycle 1 (Nov.).

From the ABET Web site. This document includes background information on the US accreditation body ABET and on the practice of accreditation, including all policies and procedures relating to the accreditation process such as appeals, complaints, and confidentiality.

BALATCHANDIRANE, G. 2004. Education and Training. In Development of IT Industries and Regional Innovations in BRICs - The Case of India. Asian Institute for Regional Innovation, South Korea (Nov.).

This chapter describes the history and current status of education and training for the IT industry in India. The most important historical points concern the early emphasis on postsecondary rather than primary education by the state, and the focus on developing IT education capacity as early as the 1970s. The paper describes the number and kinds of educational institutions providing IT education and the number of graduates annually. The paper also identifies various problems such as the shortage of trained people, the quality of postsecondary education in IT for as many as 70% of the students, and the dwindling number of doctoral students in IT disciplines. There is also a discussion of training programs in English language, business and management, and specific technologies. Various kinds of purveyors of IT training are described.

BARTEL, A., LACH, S., AND SICHERMAN, N. 2005. Outsourcing and Technological Change. NBER Working Paper No. 11158, National Bureau of Economic Research (Feb.).

Abstract written by authors. In this paper, we argue that an important source of the recent increase in outsourcing is the computer and information technology revolution, characterized by increased rates of technological change. Our model shows that an increase in the pace of technological change increases outsourcing because it allows firms to use services based on leading edge technologies without incurring the sunk costs of adopting these new technologies. In addition, firms using more IT-intensive technologies face lower outsourcing costs of IT-based services generating a positive correlation between the IT level of the user and its outsourcing share of IT-based services. This implication is verified in the data.

COMPUTING ACCREDITATION COMMISSION 2005. Draft General and Program Criteria for Accrediting Computing Programs. (July 14, unpublished).

The document provides draft guidelines on general criteria for computer program evaluation. Issues include objectives and outcomes, student support, faculty qualifications, faculty size and workload, curriculum, technical infrastructure, institutional support and financial resources, and institutional facilities.

CARNOY, M. 1999. Globalization and Educational Reform: What Planners Need to Know. International Institute for Educational Planning, UNESCO. Paris, France.

The author is a professor of education and economics at Stanford University. The report includes information about the impact of globalization on work; the impact of globalization on educational reform strategies (whether competitiveness, finance, or equity driven); decentralization, privatization, and other educational reforms and their impact on knowledge production; the impact of globalization on educational practices, including educational technology; and globalization and cultural identity.

DAVIS, G. B., GORGONE, J.T., COUGER, J.D., FEINSTEIN, D.L. AND LONGENECKER, H.E. 1997. IS '97: Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems. In Guidelines For Undergraduate Degree Programs on Model Curriculum and Guidelines For Undergraduate Degree Programs in information Systems (IS '97).

This report is the first collaborative effort between ACM, AIS, and AITP and provides a model curriculum for undergraduate degree programs in information systems. The model curriculum provides guidelines, a set of courses, source materials, curriculum design objectives, and knowledge elements.

DENNING, P. and MCGETTRICK, A. 2005, Recentering Computer Science. Communications of the ACM, IT Profession Column (Nov.).

This article notes the mismatch between the rosy forecast for jobs in IT in the United States and the United Kingdom and the reduced number of Americans going into the profession. The article argues that computer science is not attractive because the existing curriculum emphasizes programming, analysis of algorithms, and complexity theory, which is not what users want to learn about. The authors propose a curriculum centered on innovation rather than programming. They draw lessons from the failure of the new math curriculum.

FINN, M. G. 2003. Stay Rates of Foreign Doctorate Recipients from US Universities 2001. Oak Ridge Institute for Science and Education.

This study uses income and Social Security tax records to estimate the proportion of foreign doctorate recipients from US universities who stay in the United States after graduation.

GORGONE, J., DAVIES, G.B., VALACICH, J.S., TOPI, H., FEINSTEIN, D.L., AND LONGENECKER, H.E. 2002. IS 2002: Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems. Joint Report of the Asociation for Computing Machinery, Association for Information Systems, and Association of Information Technology Professionals.

This report gives the most recent model curriculum for information systems, prepared by three professional organizations.

GOSH, R. AND ZACHARIAH, M. Eds. 1987. Education and the Process of Change. Sage Publications.

From Amazon.com. [This book] looks at the role that education has played in the reconstruction and revitalization of Indian society over the last four decades. Four broad themes are examined: socio-cultural and political constraints in the field of education; economic, scientific and technological policies as they relate to education; strategies to overcome these constraints; and social change and cultural revitalization.

HOFFMAN, T. 2003. Job Skills: Preparing Generation Z. Computerworld (Aug.).

The article reports on a survey done by the magazine with 244 IT professionals indicating that they are not satisfied with the preparation universities are giving to people entering IT careers. The respondents wanted academia to teach more business skills, troubleshooting skills, interpersonal communication, project management, and systems integration. Efforts at several universities to give their IT students a broader education are discussed.

INSTITUTE FOR HIGHER EDUCATION 2004. Academic Ranking of World Universities, Shanghai Jiao Tong University. (Available at http://ed.sjtu.edu.cn/ranking.htm).

Researchers at the Shanghai Jiao Tong University have evaluated over 1000 universities on the criteria of quality education, quality of faculty, research output, and the size of the institution. A list of 500 top universities is then presented after analysis of the data. The top universities were located in the United States, followed by the United Kingdom, and then Japan.

JAYANTH, V. 2005. Engineering Quality. The Hindu (March 16).

This article describes some of the problems associated with the rapid growth of engineering colleges in India, mainly private, for-profit colleges. There are now 1,346 engineering colleges with the highest concentration in the south of India. In some cases, students must sit for four different exams for admission, although there has been a move in some states towards a single, standard entrance exam. State governments are fighting with private institutions over regulations and uniform standards. Some private colleges are resenting the standards that a leading university (Anna) is trying to impose on higher engineering education and to the inspection and accreditation process it is trying to implement.

JHA, P. 2005. Withering Commitment and Weakening Progress: State and Education in the Era of Neoliberal Reforms. Economic and Political Weekly (Aug. 13) 3677-3684.

The article provides a harsh criticism of the Indian central government for its weakening of support for public education during the neo-liberal reform program since the early 1990s. The article includes a number of tables providing data about public support for education in India.

THE JOINT TASK FORCE FOR COMPUTING CURRICULA 2001. Computing Curricula 2001: Computer Science. ACM Journal of Educational Resources in Computing 1, 3 (Fall).

From the report. This document represents the final report of the Computing Curricula 2001 project (CC2001) - a joint undertaking of the Computer Society of the Institute for Electrical and Electronic Engineers (IEEE-CS) and the Association for Computing Machinery (ACM) to develop curricular guidelines for undergraduate programs in computing. The report continues a long tradition of recommendations for academic programs in computing-related fields dating back to 1965…

JOINT TASK FORCE ON COMPUTING CURRICULA 2004. Computer Curricula: Overview Report (Including A Guide to Undergraduate Degree Programs in Computing). The Association for Computing Machinery (ACM), The Association for Information Systems (AIS) and The Computer Society (IEEE-CS) (Nov.).

These three professional societies provide an overview of computer curricula at the undergraduate level.

THE JOINT TASK FORCE FOR COMPUTING CURRICULA 2005. Computing Curricula 2005: The Overview Report. IEEE-CS and ACM (April).

This report outlines recommendations for undergraduate computer science programs. It was prepared by the Computer Society of the Institute of Electrical and Electronic Engineers (IEEE-CS) and the Association for Computing Machinery (ACM). The main points of the report cover the computer science body of knowledge, the computer science undergraduate core, learning objectives, curriculum models, and course descriptions.

LALL, M. 2005 The Challenges for India's Education System. Briefing Paper. Asia Program, Chatham House (April).

This report places India's educational system in historical perspective. Topics include improving access and quality of education at all levels, increasing funding for education, and improving literacy rates. The report finds that the Indian Institutes of Management and Indian Institutes of Technology are of a high quality, but primary and secondary education, especially in rural areas, is sorely lacking and the government makes promises of improved education but does not deliver on these promises.

MALCOM, S.A., TEICH,A.H., JESSE, J.K., CAMPBELL, L.A., BABCO, E.L., AND BELL, N.E. 2005. Preparing Women and Minorities for the IT Workforce: The Role of Nontraditional Educational Pathways. American Association for the Advancement of Science and the Commission of Professionals in Science and Technology.

From the AAAS Web site. This study examines the role of nontraditional educational pathways in preparing women and underrepresented minorities for the information technology (IT) workforce. It was sparked by the finding that the nation's number one producer of bachelor's degrees in information technology and computer science (IT/CS) was not a major research university, but instead was Strayer University, a for-profit institution with many campuses in the Washington, DC metropolitan area. Not only was Strayer the top producer overall, but it also produced the largest number of women and African American graduates with baccalaureates in IT/CS.

MEARES, C.A. AND SARGENT, J. F. JR. 2003. Education and Training for the Information Technology Workforce. Report to Congress from the Secretary of Commerce. US Department of Commerce (June).

This report is not about offshoring, but it gives a useful account of the training and education options as well as skills and knowledge sought by employers for IT work in the United States. Topics covered in the book include the following:

1. What employers want: formal education, technical skills, experience, soft skills and business skills, and putting it all together,
2. The IT education and training landscape: IT Bachelor's degrees, IT-related minors, combined IT bachelor's/master's degree programs, techno-MBAs, two-year IT degrees at community colleges, IT certificate programs, private and for-profit education and training institutes, vendor and vendor-neutral IT certification, boot camps and seminars, federal government IT workforce education and training initiatives, state and local IT education and training partnerships, online learning, books and CD-ROMs, churn in the labor market, keeping pace with technology and business needs, and helping graduates get jobs,
3. Role of employers and workers in meeting the demand for IT skills: employer role in IT education and training (making and buying skills, the decision to invest in incumbent IT worker training, employer support for training, employer investment in IT workforce training at the national and community levels), employee role in IT education and training (developing and maintaining a career in IT, IT workers' investment in their own training, barriers to IT workers accessing and participating in IT training), and
4. ABET criteria and Computing Curriculum 2001.

MEISTER, J.C. 1998. Corporate Universities: Lessons in Building a World-Class Work Force, 2nd Ed. McGraw-Hill, New York,NY.

From Amazon.com. With more than 10,000 copies sold in its previous edition, Corporate Universities is a welcome update with an entirely new chapter on how to launch a corporate university and the 10 building blocks for running and revitalizing a corporate university. Highlighting the best practices in corporate education and training, this revised edition contains cases and examples of innovative programs from over 30 American companies and reveals the results of author Jeanne Meister's survey report, "Corporate University Future Directions". Key findings in the survey include reliance on technology for learning; business/higher education alliances on the rise; curriculum focus on building core workplace skills; interest growth in career development centers; emergence of a chief learning officer.

MOHAN, D. 2005. Brand IIT: The People Behind the Image. The Hindu (Aug. 27).

This news article gives a profile of graduates of the prestigious Indian Institutes of Technology. The article points out that the focus is more on graduate than undergraduate education. Information is given about the continuing education and careers of their graduates and the number that go on to work in India. Mention is given to the need to improve the research environments at these schools.

MUKUNDAN, K. 2005. Faculty Crunch May Hit ITs Hard. The Times of India Online edition (April 17).

This brief article discusses the difficulty the Indian institutes of management and institutes of technology are having in attracting qualified people for their faculties. Problems include rigorous hiring standards, including rigid rules on years of experience; low salaries compared to industry; small number of students going on to advanced degrees, meaning that the pool of candidates with doctorates is small; and the lack of funding for faculty research.

NATIONAL RESEARCH COUNCIL, COMMITTEE ON SCIENCE, ENGINEERING, AND PUBLIC POLICY 2005. Board on Higher Education and Workforce, National Research Council. Policy Implications of International Graduate Students and Postdoctoral Scholars in the United States. Sponsored by the National Science Foundation, National Institutes of Health, and the National Academies (May). (Available at http://www7.nationalacademies.org/ internationalstudents/Intnl_news.html).

From the Web site: The United States draws heavily from human resources abroad for its science and engineering (S&E) workforce. However, global competition for exceptional S&E graduate students and researchers grows sharper as more countries expand their research infrastructure in these areas and increase opportunities for international scholars. Policy Implications: International Graduate Students and Postdoctoral Scholars in the United States examines how policy-makers can better understand and sustain the contribution of international and domestic scientists and engineers to America's economy and national security.

NEWMAN, F., COUTURIER, L., AND SCURRY, J. 2004. The Future of Higher Education: Rhetoric, Reality, and the Risks of the Market. The New Competition. Jossey-Bass, San Francisco, CA. (Chapter 2).

This chapter describes a recent trend of globalization in higher education where teaching and research are offered by a global institution in multiple countries. This is achieved by establishing multiple campuses, creating learning centers, forming alliances with local institutions, or using technology to offer distance learning. The chapter describes efforts by the World Trade Organization to regulate higher education. European Union programs such as Erasmus are intended to advance global education, and there are other efforts to standardize education throughout the European Union. The article also discusses the dangers of globalized education including interference from local politics, cultural imperialism, lack of attention to local culture, and quality control on secondary campuses. The globalization of for-profit universities is discussed.

RAMAN, A. 2005. The Degree Bazaar. OutlookIndia.com (Sept. 5).

The article discusses the rapid growth of private universities in India. Topics include the high capitation fees, efforts to make sure that fees and admissions are set on a reasonable basis to avoid selling degrees, the large number of private institutions that are being founded by politicians and their families, and how the development of these institutions does not necessarily square with national goals for social justice since these schools are mainly only available to wealthy families.

SHAILAJA N. 2005. Higher Education Proves No Match for India's Booming Economy. Chronicle of Higher Education. (June).

The article reviews problems in the Indian higher education system that prepares students neither for jobs nor for research careers. Teaching methods are antiquated. Students must choose a field of study at age 15 and typically study nothing else thereafter. As a result of the problems with the higher education systems, increasing numbers of students are choosing not to attend university. Various reforms are being pushed by the University Grants Commission, and educational experiments are beginning to occur. Some ideas that have been proposed such as a community college system and vocational degrees run against a strongly held cultural belief in education for education's sake.

SIVERS-BOYCE, N., HIBBARD, T., AND GRAY, J. 2005. Workforce Quality Goals and the Implications for Education: The Oregon Experience. Education Policy Analysis Archives, 13, 20 (March).

While not directly about offshoring, the article examines a policy initiative by the state of Oregon from 1989, "Oregon Shines: An Economic Strategy for the Pacific Century", to develop a workforce in the state that can compete in the modern technological world. The article pays particular attention to educational initiatives and measures of progress. The policy is one that might be considered for the United States in the face of offshoring challenges.

TILAK, J.B.G. 2004. Are We Marching Towards Laissez-Faireism in Higher Education Development? IAU Sao Paulo Conference The Wealth of Diversity (July).

Abstract from the paper. Over the years, many developing countries have showed apathy towards development of higher education, deliberately neglected higher education, reduced investments in higher education, allowed laissez-faireism, and even adopted policies towards martketization of higher education. Market forces have become very active; but since the markets in developing countries are 'incomplete' and 'imperfect', the outcomes are also far from perfect, and in fact, in some cases, the market forces produced disastrous consequences. The evolving state approach could be attributed to the faculty assumptions that (a) higher education is not important for development and (b) the State can as well withdraw from its responsibility of providing higher education in favor of the markets. But both assumptions are wrong, and have proved to be costly. The role of the state in higher education development is critical and cannot be reduced.

TILAK, J.B.G. 2002. Privatization of Higher Education in India. International Higher Education (Fall).

This brief article describes the move towards privatization of higher education in India since the early 1990s. It traces changes in government thinking on its responsibility for providing public higher education and of a landmark Supreme Court case in 1993 that made high-fee-charging private colleges legal. The article also traces the globalization of higher education, including a discussion of Indian and other organizations that open campuses around the world.

TILAK, J.B.G. 1989. Center-State Relations in Financing Education in India. Comparative Education Review 33, 4 (Nov.) 450-480.

The article describes the relative role of the Indian central government and the state governments of India in support of higher education.

VEGSO, J. 2005. CS Bachelor's Degree Production Grows in 2004; Poised for Decline. Computing Research News, 17, 2 (March). (Available at http://www.cra.org/info/ taulbee/bachelors).

From the website. This article reports on CS bachelor's degree enrollments and production among Ph.D.-granting departments in the United States since the mid-1990s… A downturn in undergraduate CS degree production seems likely in the coming decade… A survey's results from the Higher Education Research Institute have indicated a declining interest in CS as a major among incoming Freshman for the last five years: from 3.8 percent in 1999, to 1.4 percent in 2004.

VERTON, D. 2004. Anything But IT. Computerworld (Nov. 29).

The magazine interviewed a dozen undergraduate and graduate students preparing for IT careers. While employers are worried there are not enough applicants to fill their needs, students question the opportunities in IT and argue that the degrees they are receiving may not be preparing them well for the workplace.

WANG, C. 2000. From Manpower Supply to Economic Revival: Governance and Financing of Chinese Higher Education. Education Policy Analysis Archives 8, 26. (Available at http://epaa.asu.edu/epaa/v8n26.html. Accessed April).

Abstract from the paper. With an introduction to the overall underdevelopment of higher education in China compared with its American counterpart, this article briefly examines the main trends of over two decades of development of the governance and financing systems of China's higher education sector. The article analyzes the resource allocation from governments and revenue generation in institutions under the reform policies of administrative decentralization and financing diversification. The new "Great Leap Forward" in higher education in 1999 and beyond, that is, the radical and, to a certain extent, desperate mass higher education policy and practice of expanding enrollments in order to spur domestic consumption, is critically analyzed. By examining the ongoing institutional merging and co-building and the most recent enrollment expansion, the writer points out the economic significance for higher education of overcoming diseconomies of scale and inefficiencies. However, the long-range outcomes of the seemingly exciting investment in and consumption of mass higher education are difficult to predict.

THE WORLD BANK, THE TASK FORCE ON HIGHER EDUCATION AND SOCIETY 2000. Higher Education in Developing Countries: Peril and Promise. Washington, DC.

From the report. The Task Force on Higher Education and Society was convened by the World Bank and UNESCO. It brought together experts from 13 countries to explore the future of higher education in the developing world. The 6 chapters cover:

• higher education's long-standing problems and the new realities it faces; the nature of the public interest in higher education.
• how focusing on higher education as a system will yield the benefits of planned diversification;
• the need to improve standards of governance;
• the particularly acute requirement for better science and technology education;
• a call to develop imaginative general education curricula for certain students.

THE WORLD BANK 2002. Constructing Knowledge Societies: New Challenges for Tertiary Education.

Topics include the changing global environment in which knowledge is a key factor in development and the increasing importance of information and communication technology; the contribution of tertiary education to economic and social development; issues of inequalities, quality of service, and relevance in tertiary education for developing countries; the rise of market forces in tertiary education, and the evolving role of the state and of public education; and an assessment of The World Bank's experience in tertiary education from 1995 to 2001.

XUE, L. 2005. University-Market Linkages in China: the Case of University-Affiliated Enterprises. (Available at iis-db.stanford.edu/evnts/4097/ LXue_University-Market_Linkages_in_China.pdf. Accessed Sept.).

The author is the vice president of the School of Public Policy at Tsinghua University. He looks at the role of universities in the national innovation system for China.

ZWEBEN, S. 2003-2004. Taulbee Survey: Record Ph.D. Production on the Horizon; Undergraduate Enrollments Continue in Decline. Computing Research News (May) 7-15.

The article presents the results of the CRA Taulbee Survey of Ph.D.-granting departments of computer science and computer engineering in the United States and Canada. This survey is conducted annually by the Computing Research Association to document trends in student enrollment, employment of graduates, and faculty salaries. For the second straight year, significant reductions were observed in average enrollments in the computer science major among US departments. Particularly noticeable is the continued drop in new majors. While undergraduate enrollment is in decline, Ph.D. production is approaching an all-time high.