Monday, June 17, 2013

Book Summary: Digital Republic, India’s Rise to IT Power by Mathai Joseph

Last updated on 18th June 2013

This document is a summary-addressed-to-author with some additional comments of mine of the book titled "DIGITAL REPUBLIC" and sub-titled "India’s Rise to IT Power" which is a "History & Memoir" by Mathai Joseph. The book website is: http://mathaijoseph.com/. It has been created from the mails I sent to the author as I was reading his book in May and June 2013. I am afraid I do not have the time to convert the summary-addressed-to-author document to a proper summary for a third person. However, I feel that even this summary-addressed-to-author document may give a decent idea of the book to third persons who have not read the book.

I shared an earlier draft version of this document (which was modified only slightly for this version) with the author of the book, Dr. Mathai Joseph, who wrote back over email, "That is an excellent account (summary) of my book." Further please note that Dr. Mathai Joseph, who also holds the copyright for the book, has given me permission (over email) to share this document with others over email and also put it up on my blog.

[The Creative Commons Attribution license, CC-BY, does not apply to this post.]


A few words about Dr. Joseph picked up from this book (there may be some small slip-ups). After doing B.Sc. and M.Sc. Physics from Bombay, he did a PhD in the new field of Computer Science from the world famous Cambridge University in UK. He returned back to India and joined Tata Institute of Fundamental Research (TIFR) in 1968 as a researcher (and system software developer/manager) in the nascent field of Computer Science in India. After a long period of around 17 years in TIFR he moved in 1985 to UK academia by becoming a Professor of Computer Science in the University of Warwick. After 12 years in UK academia he came back to India again this time as a Deputy Director of Tata Research Development and Design Centre (TRDDC), the research arm of Tata Consultancy Services (TCS). He retired from TRDDC as Director in 2007.

I found the book to be an utterly fascinating view of a distinguished CS academic and industry professional, of computer hardware and software development in India and, to some extent in the West, right from the mid-sixties, and the story of other aspects of his life during this fascinating software ‘revolution’ journey. I thought a quick view of his book from my summary-to-author may be interesting to many, some of whom may then go ahead and read the book itself.

I also think there will be quite a few youngsters in the software industry in India who would like to read this book, once they come to know of its contents, to get some idea about the roots of the Indian software industry that employs them, treats them very well, provides interesting work most of the time (when compared to many other professions in India), and gives them a very affluent lifestyle (as compared to many other Indians).

The chapter names are given in bold in the summary-to-author [and Ravi: comments] below. Some of my comments are intertwined in the summary-to-author itself but some are separately given within square brackets and in italics.

Prologue and Self at BBVT, Chowpatty Chaat and Byculla Byways chapters:
I thoroughly enjoyed most of it. I liked your style of writing and felt that it had the ring of truth in it. You were frank in sharing incidents about those years of your life and so it made for riveting reading.

I could not relate very well to your early train journeys years as I did not do much outstation traveling during my early youth years. But I can very well imagine a single youth being made a 'bakra' for advice from all and sundry on long train journeys! Your accounts were interesting to read. It did not have much about your early boyhood/school days and the influence of growing up in whatever cultures you were exposed to in that period. Yes, I did get the Coonoor bit but it was rather scanty. Perhaps it was more of a base station rather than the focus of your boyhood years.

I thoroughly enjoyed your Bombay/Mumbai accounts while you were doing your B.Sc. and M.Sc. BTW I was born and bred in Bombay/Mumbai + Dombivli and love them very dearly, despite their many flaws!

I liked the Wilson college/hostel life account along with the life you saw then as a B.Sc. student around that area. Hostel and nearby hotel food issues [Ravi: it is after I associated with a university campus that I realized how vital hostel food issue is to the life & happiness of students!] ... Sunil Dutt, Nargis, Raj Kapoor, ... paan + charas given to the stars ... mosambi/narangi type local brew in 'prohibition' Bombay then ... some politics ... some sports you played ... writing to the newspaper ... Blitz accounts ... the girls including the cabaret ... South Bombay ... Parel – working class community. Pretty good accounts which I was able to relate to quite well and enjoyed.

Your point about the teaching being rather humdrum during B.Sc. days and not inspiring typically is interesting. I also enjoyed your M.Sc. account. A different hostel, inspiring teachers (the famous politician Madhu Dandavate being one of them!), experiments being rather tough to do due to equipment/budget constraints ... 3 quotations :) [Ravi: I heard that first when I joined the university here as honorary staff] ... film society ... Daman booze trip :) ... Joy! It’s a boy! way to conveying that you passed (with first class) and your mother getting upset with that way of conveying it :), and the move on to Cardiff. I liked your frankness about waving from the top of the gangway/entrance of plane like the others even though there was no one to wave to. I recall that I was very sensitive about such matters during my youth. I wanted to blend into the crowd.

Liked your account of the books you read and also some films you saw including the bit about predicting the story/end of Hindi movies by looking at the posters!

Indian Origins chapter of your book was interesting. I got a pretty good picture of computing history at that time (early 60s).


Splott:
Enjoyed reading Splott and getting a picture of a young Indian student (perhaps you were around 21/22 then) getting exposed to life in a European country (Cardiff in Wales, Great Britain). The cold ... the people and how they interacted with a young Indian (no racism mentioned at this point, which I was happy to note), the Welsh people remembering relations who had been in India, the colleagues & friends (Indian background + English/Welsh), computers in the college/university, getting exposed to programming, Asian bus conductors, their plans, the 'immigrant' issue, future plans, taking a shot at Cambridge!, for a short time working as a waiter!, London trips.


'Technically Madingley'
goes into academic elite space! I liked the description in Splott where the Maths teacher, IFIRC, advises you strongly to take up Cambridge PhD instead of doing it at Cardiff! He would have known how different it is from academic rigor point of view and did not want you to lose out. I appreciate the academic sincerity.

The living quarters, the way you are treated by people, the student colleagues, the elite Labs ... Quite interesting how getting into Cambridge from Cardiff changes the atmosphere you were into rather dramatically (upwards socially). Cavendish lab ... Rutherford ... legendary names in Physics.  It must have been really something working in a lab. close to Cavendish lab. which is part of the same institution!

David Wheeler (PhD guide of Dr. Mathai Joseph) has a wiki page - I just went through it, http://en.wikipedia.org/wiki/David_Wheeler_%28computer_scientist%29 (Note that the link may not work from the pdf file perhaps due to presence of special character. Copy-pasting the url into browser address bar works). Jump instruction being referred to as Wheeler jump (in the context of subroutine loop) is mentioned in the Wiki page too. Interesting.

Interesting to note how Wheeler guided you. Social life with Indian/India groups was quite interesting.  Farukh Dhondy, Adil Jussawala are names that certainly ring a bell but I don't recall having read their works. You certainly had some would-be-elite-later companions at Cambridge.
The research grind, frustration, sage advice from supervisor ... How new "computer science" was as a field then even in one of the top "computer" academic institutions in the world! Some Cambridge dons being Nobel prize winners in established areas of Physics, Maths & Economics! CS must have been looked upon as hardly a field of serious academic endeavour by some, or maybe most, of the Cambridge academics. Cooking challenges part was quite funny. The trip to the European continent by car was interesting.


Trafalgar Road chapter: Separate house as against hostel room. ... Computer time challenges ... Titan time-sharing system resulting in more computer time for you ... Bourne of Bourne shell being a student contributing to the system! Farming system in Rajasthan lecture - very interesting that Cambridge exposed you to that as well ... Carcanet magazine work along with Farukh Dhondy

Reccomendation from Maurice Wilkes for IBM scholarship. Just read up his wiki, http://en.wikipedia.org/wiki/Maurice_Wilkes. Very impressive. The wiki page mentions Wheeler too and EDSAC and Titan. Wilkes moved to DEC in Mass., USA in the 1980s! Interesting. I loved this quote from his memoirs on the wiki page: "As soon as we started programming, we found to our surprise that it wasn't as easy to get programs right as we had thought. Debugging had to be discovered. It was on one of my journeys between the EDSAC room and the punching equipment that 'hesitating at the angles of stairs' the realization came over me with full force that a good part of the remainder of my life was going to be spent finding errors in my own programs."

An interesting part about the IBM scholarship thing was how the IBM guy was kind-of bored and just wanted to know how much to pay and for how long, and how Wilkes was not surprised at all by you getting the scholarship! A recommendation for scholarship from Wilkes was something that IBM could not deny! Wow, that's the clout that top researchers had then with computer companies and probably have even now. [Ravi: As I have spent time in academia and then read up about academic world on the Internet I realize that the old-boy network is a very, very powerful one in the academic world.]


Holiday Camp: Cairo experience was interesting. Telangana movement was making itself felt even then! Interesting Cambridge Research magazine experience. Elliot Automation research group doing research quite differently! First mentioned shave with racism and that too around the time of Enoch Powell's infamous 'rivers of blood' speech! Pulsar work Nobel prize winner Tony Hewish having to talk to Wheeler while you were having a ceremonial kind-of dinner with him - that was quite interesting. Noted the very unfortunate aspect of the research glory business where the research student's key contribution got overlooked for the Nobel prize. I wonder whether the prize winners at least publicly and unequivocally stated the research student's contribution. And you get the PhD finally. Noted that research paper publication was not mandatory. But scientific community would accept the research work only after a paper is published (in a suitable publication).


Marking Time: Interesting account of how computing was tightly controlled by Indian government in those days (60's). Fear of clerical staff becoming redundant ... lack of indigenously produced computers made India dependent on foreign suppliers ... [Ravi: As I am not into research aspects of Computer Science or deeply into algorithms I do not fully appreciate the impact of Dijkstra, Backus-Naur, McCarthy etc. Of course, they are well known names even to me but since I never did fundamental system software stuff like designing a programming language I am not in a position to appreciate their contribution like I appreciate the contribution of Kernighan & Ritchie et. at. (C, Unix), Stroustrup (C++), Grady Booch (OOAD, UML), Erich Gamma et. al (Design Patterns), Tim Berners Lee (WWW), James Gosling (Java) etc.]


CODA: Quite insightful account of how a university town forgets the passed out students and welcomes the new. ... "While there, Cambridge endowed them with entitlement, purpose and posture: on leaving they lose the entitlement but may have found direction from the purpose; some chose to live off just the posture." Beautifully put, sir.

Quite a decision you made to come back to India, sir. Many of the people in your shoes would have stayed back in UK or even migrated to USA. Touching account of your father's illness and the treatment prescribed which may have been correct according to knowledge of that time & place but now is known to have been an incorrect approach. Such is life - these medical issues are very tricky stuff, even today - I mean it is not an exact science like Physics.

The people of TIFR you have mentioned are very famous names, sir. S. Ramani was a well known name even to a solely-software-industry-no-research guy like me as I think he headed NCST Bombay during my times in SEEPZ. Narasimhan, M.G.K. Menon - really big names. I loved the account of your first experience of Narasimhan's managerial skills (being separated from S. Ramani as you two were getting along too well for him)! About the passing away of your father, "I told them there was nothing more to be said or done about a life lived well; his memory would stay in the minds of those who knew him." Fantastic, sir! IMHO, parents who shower love & affection on their children and raise them well, and lead a good & ethical life, have lived their life very well and earn the love of the people that they have interacted with.


Job Description: I found this chapter to be of gripping interest! Choosing your research area - interested in OS & related areas ... Narasimhan suggesting Graphics ... You were not interested ... More importantly, one guy had already staked out the field!

You along with another person wrote a small time-sharing system which did not attract the interest of TIFR computer users who preferred the batch system similar to what was used by their peers! Hmm. Must have been a huge disappointment so early in your career. Good work getting ignored because of lack of knowledgeable users!

View of one person that computing being an applied science should not be done in TIFR which should only do fundamental research!

Homi Bhabha's genius and TIFR ... if a person wants to leave, I want to know why ... Having to work very much on your own without much guidance ... [that must have been really tough] ... Journals helped to keep abreast with the West ... Labour unions against computers ... George Fernandes ...

Enjoyed the family life and cultural life account. Lots of plays... Interesting account about Prohibition in Bombay. … 1971 war ... [Ravi: I did not know about General Jagjit Singh Arora breaking Gen. Niazi's sword over his knee - tried Google Image search for it but did not find suitable results (in the initial set at least).] Project of National Importance ... patriotically passed on by the physicists and mathematicians to the computer group :) ... PDP-11 real-time OS design (and development) followed by application development [Ravi: Wow! That is an awesome, awesome achievement for those days. While I have not done any core OS design or development (different from backup tools, networking products etc. which I have worked on), I have studied and taught a course on kernel development (tinkering would be closer to the truth) using Minix (Tanenbaum's OS). So I have some idea of the complexity involved and this was way back in the 70s I guess.] ... Field situation turning out to be quite different from what you'll were told! ...

Eventually system moving into production at ECIL. ... And then all this really awesome work not getting proper recognition from the TIFR management - that must have really hurt. 'The Institute' would take the unpleasant decisions ... Not much consultation with persons about their career interests. ... presumption that people will not leave the privileged institute ... Your work provided visibility to government ... government committees ... IBM and ICL competition ... difficult job to be on these committees ... told only part of government's intention ... NCSDCT budget preparation ... INRIA research ... Indian emergency ... EPW anonymous article authored by you which was critical of BARC [Ravi: Wow! That would have needed some courage considering you were in TIFR, a government funded setup, and it was emergency time. Agree entirely with your view that the BARC guy could have given a rejoinder article. Hmm. Narasimhan spoke to you about it ... talk of pressure] ... 1977 elections with Indira Gandhi's defeat ... you joining in the exhilarating celebrations [Ravi: I was studying in a school in  Bandra (East), Bombay at that time, perhaps in ninth standard. I recall that people would say that the buses and trains run more closely to schedule and that there is more discipline now. But IFIRC I was told by my benchmate in school (a Sikh boy) who used to live, I presumed, in a rougher and poorer locality in Khar(E), about sterilization vans catching hold of young men and sterilizing them by force! And when I and a friend of mine elder to me by a few years were walking on the road around election results time discussing the elections in perhaps loud voices a police van pulled up and took my friend to the police station! I was terrified (around 15 years old then) - maybe since I was younger the police did not pick me up. My friend returned after some time - IFIRC, he was given a tight slap at the police station and warned not to speak about such things publicly! What a blot the emergency was on our democracy! We owe a great debt to people who fought for democracy then as well as the general voting public as they turned out to be quite wise and threw the tyrants out.]

TDC-16 suite of basic software ... work duplicated by ECIL ... ECIL not distributing your software  ... ECIL lacking financial and technical accountability ... Taking over as editor of Computer Society of India journal

Annual review of activities of NCSDCT ... visiting lecturers ... [Ravi: I found this to be fascinating. Perhaps it was the main centre of computing research in India in those days. During the mid 80s and 90s we would associate IIT Bombay and NCST (NCSDCT later got renamed as NCST – National Centre for Software Technology, which in turn seems to have got renamed as CDAC-Mumbai – Centre for Development of Advanced Computing, Mumbai, http://www.cdacmumbai.in/ ) as the key computing research centres in Bombay and I don't recall coming across TIFR's name for computing research in Bombay then. But then my view was a software practitioner view and not a CS researcher view.] ... "We began to understand how much research is a game of balancing results and opinions, of judging where consensus lay and guessing what would be the big new problems." [Ravi: Interesting insight though being a non-researcher I can't really understand it/empathize with it.]

Development of CCN multiprocessor system ... co-design of concurrent programming language ... OS and utilities allowed user to work in a virtual environment ... few other comparable projects anywhere else in the world at that time [Ravi: Wow! That is another awesome, awesome achievement from my software practitioner point of view.] Remote node for DEC system handled by S. Ramani ... Issues faced [Ravi: Utterly fascinating! How far has network connectivity and reliability and network products come now! Utterly mind-boggling change having unbelievably high level of social impact/transformation in a matter of just a few decades.]

CCN systems demonstrated at NCSDCT annual review time ... Jerry Saltzer of MIT, http://en.wikipedia.org/wiki/Jerry_Saltzer, jumping on the floor near the system [Ravi: Wow! That must have been really something. The name Jerry Saltzer did ring a bell but I was not sure what I had known him for. I just read his wiki and him being a team leader for Multics which was the inspiration for Ken Thomson (& other Bell Labs. chaps) to develop Unix. During the mid-80s and early 90s Unix was a very, very big thing for us in Indian software consultancy industry. Bell Labs. is a hallowed name to me :). I think I may have read about Saltzer when I was reading up on Unix history.] … Narasimhan gets it moved to IIT! It was unwelcome there and did not get used again. [Ravi: My God! Horrifying!] … But publications on the CCN system were made ... and it got noticed by the researcher community ... [Ravi: Nice to know about this benefit even if the project had been disposed of.]

Research administrators focusing only on publication counts and ignoring software development [Ravi: That problem continues to this day!] "You could build less software and write more papers (which most people in academic research ended up doing) [Ravi: I agree fully and I believe the situation is the same today not only in India but worldwide including the USA], or you moved to an institution where you built more systems and worried less about papers. Paradoxically, my masters in TIFR wanted both demonstrable projects and copious publications. NCSDCT may have had more freedom in the choice of work, but people were judged exactly as in TIFR." [Ravi: Hmm. It is quite a learning for me, though an unhappy learning, that even a prestigious institution like TIFR could not come up with better norms for appraisal of computer science researchers & engineers/developers. Perhaps the issue is that they are applying fundamental research mindset to appraisal of an "applied science" and engineering area. Maybe that is the same mindset that prevails in UGC/AICTE top committees that decide on appointment and promotion norms for all academics ranging from Physics, Chemistry to Electrical engineering, Chemical engineering, to Literature and also Computer Science and Information Technology.]

Slow Progress was quite an interesting account of Indian government attitude towards computing field and industry in the 60s and 70s.

Shadyside has your one year CMU (Carnegie Mellon University, USA) stint account. Noted the wise decision to stay away from "writing mountains of code for the impossibly ambitious software systems" ... FST&TCS conference founding - fascinating ... back to India ... book writing [“Multiprocessor Operating Systems” (A Multiprocessor Operating System) by Mathai Joseph, V.R. Prasad and N. Natarajan published by Prentice Hall International, http://trove.nla.gov.au/work/21511239 ] - 'Ah! A book. Of course it's not research' comment you got from the administrator when you gave him a copy of the book, followed by, ‘I suppose it can be used as a college text somewhere’ !!! ... "Science at TIFR was run as a collection of fiefdoms with the suzerainty of each leader unquestioned and unchanged till his eventual retirement (usually delayed as long as possible). This was true in several groups, and the Computer Group followed the pattern." [Ravi: that says a lot] ... Time for you to get a move on from TIFR/NCSDCT but at 41 years of age with family including two growing children you moved to UK academia as a professor! That was some move and would have taken huge amount of self-belief, courage and support from your family.

Acacia Road describes your twelve years at Warwick and I found it to be fascinating and very useful for getting some understanding of UK academia (then). "You never go to the VC unless you want something out of him. And I'd say it's a bit early for that." [Ravi: captures the 'VC' aura so well.] ... settling down to English life (school for children, home, neighbours ...), Registry and teachers interactions – [Ravi: I think that model fits in with what I have seen]  ... teaching ... research grants, research, visits abroad related to research (and lecturing) ... students issues including the human ones ... external examiner duty ... buying Pune flat ... another book written (jointly) and published [Real-time systems : specification, verification, and analysis; edited by Mathai Joseph, published by Prentice Hall International, http://trove.nla.gov.au/work/21605574. A later update and download of the book is available here: http://www.cs.york.ac.uk/rts/books/RTS-SVABook.html ] ... (UK) polytechnics converted to universities; teaching-quality assessments ... move back to India into yet another field of software industry research with TCS research (Tata Research Development and Design Centre – TRDDC) at Pune.

Increasing Pace is a short account of how the computing field in India (hardware to some extent, and software) picked up in the 80s and 90s.

Koregaon Parked is about your TRDDC/TCS stint ... joining as deputy director TRDDC, chalking out your own role, "I realized I had to find a place for the research and development work of TRDDC, making it contribute to TCS projects in a measurably significant way and still continue its research activities." ... notion of some TCS guys that they earn the money and R&D guys spend it! ... "In academic computer science there's a myth that people in the computing industry do mundane jobs and get paid far too much (this rankles most with poorly paid university teachers). It didn't take me long to discover a few mundane jobs and people doing them, but across most of TCS large teams of talented and hard-working people built complex systems against changing requirements and in quick time." [Ravi: Very well said, sir] ... tools that generate code from specs.; selling them/the idea to project managers ... TRDDC software group building software specific tools ... TRDDC tool generator would produce automatically a tailor-made tool in about a month! [Ravi: Wow! That's something; Code generation tools were quite popular then (4th gen. was one name I recall for such efforts) and many of my friends used one such tool from Baan Info. Systems for Baan ERP stuff. But the tool itself being generated automatically seems to be something special.] ... publicity for TRDDC tools and brand-building ... water filter innovation - fantastic stuff ... Information Security work, Masketeer ... hectic work schedule for you, lots of traveling ...

American friend Luke raising the matter of Indians taking away American jobs like his! ... VP of large corporation saying, "We came to India for the costs, we stayed for the quality and we're now investing for the innovation." [Ravi: I think that captures the Indian software consultancy success story over the last two to three decades very well] ... How life changed for the better for the software professional from Moradabad, "Ajay might have done better than others who joined the software industry but, like them, he was transforming his family's life and expectations in less than a generation." [Ravi: So well put, sir]. ... Old friends from research and academia looking down upon your move to "commercial" work [Ravi: I think intellectual haughtiness is a terrible kind of haughtiness and, unfortunately, many academics and researchers, IMHO, are guilty of it; I wonder whether they have heard the term, "dignity of labour"] ...

"Creating a link between academic research and its practical use worked both ways: taking new results into practice and bringing new problems for academic scrutiny and research. Finally, I had something that followed my idea of research from my TIFR days: 'models for theory and paradigms for practice'."  [Ravi: Brilliant! That's the kind of research that I really like. Now I know that abstract research has its value - it may result in fantastic applications over time, or may simply contribute to better knowledge/understanding of some fundamental aspects of matter, life or an abstract field like Mathematics/Logic. But sometimes in academic research, the impression I have is that the research stuff just stops at paper publication and the credit the academic and his/her institution gets. There does not seem to be a concerted effort to take the research work/results into practice.] ... TECS week ... Retirement.

Epilogue gives a nice overview of computing in India over the decades with the key concerns and issues that have to be tackled .. how India has impacted world IT industry ... "Modern software systems represent some of the most complex artifacts ever produced and an increasing number of them now have their origins in India." [Ravi: that's quite some statement about Indian IT role in world software industry].

"The amalgam of computing and communication has reached more people and more corners of the country than any other technical development in the country's history. Messages, e-mail and social networking are widely used today by people who until twenty years ago had been left largely unaffected by political policies and economic processes." [Ravi: And the cell phone in particular; in rural and semi-urban India it is the cell phone that has become/is becoming a life-changer even for the rather poor. Once a good, cheap and reliable tablet with affordable Internet connectivity hits rural and semi-urban India I think there will be a huge growth in knowledge in these areas. The kids in these areas are so hungry for knowledge - they just need access to good teachers on the net via cheap & reliable tablets and cheap & reliable internet.] ... online education.

Concluding Comments by Ravi: Thanks for the wonderful book, sir. I enjoyed reading it, learned some new things, and confirmed some views of mine. I think it is a great contribution to the literature on history of computing involving research, academia and industry, mainly from the Indian perspective, and a nice memoir too.


P.S. Book Omits The Bangalore System Software Product-Development Story
I think the book misses out on the Bangalore system software product-development part of the Indian software story (or does not have enough coverage of it). As I saw it, in the 80s and initial half or more of the 90s, the big software stories were in Bombay or around Bombay (like Pune). And these were primarily a software services story. Most of it was database oriented business app. development for customers and maybe some similar type product development. There was some system software product development kind of services provided by consultancy service companies to their customers - a good part of my industry career related to this kind of work. But system software product development in general was not the focus area of the Bombay software stories, IMHO.

Towards the late 90s Bangalore and, to a lesser extent, cities like Hyderabad and perhaps Chennai too, started housing software development centres for US product development companies like Microsoft, Oracle etc. (I am not sure of the exact dates/periods). I think they found Bombay unsuitable - too crowded - as compared to Bangalore, Hyderabad etc. One young colleague in system software development who had taken up a Bangalore job in late 90s but returned to Bombay due to family considerations, told me that conditions were good and salary was better than Bombay (SEEPZ). Of course, Bangalore, Hyderabad & Chennai also housed software consultancy companies like Infosys, Wipro, Satyam, Polaris etc.

After I started teaching and acting as technical consultant to students in the Maths & CS dept. of a 'deemed' university in Andhra Pradesh (South India) from Jan 2003 onwards, I came to know the South India software story better through passed out students who started working in South India based software companies. One student who did his M.Tech. (CS) from IIT Bombay is now working in Google Bangalore, another who did his M.Tech. (CS) from the university here worked with Lucent in Bangalore for some time and is now pursuing a CS PhD in USA, yet another who did his M.Tech. (CS) from the university here worked with Nokia and then Yahoo, and is now pursuing a CS PhD in USA. These examples are the brighter students from the university here who became part of the core product development teams of top tech. companies of the world, not in USA or Finland, but in Bangalore! Some passed out students work/worked with IBM Bangalore on its Power PC - one of them moved to Intel in Bangalore; some work for a Chennai based company which focuses on software to detect flaws in silicon wafers (that, I presume, would be used to create Integrated Circuits (ICs) - microprocessors are an advanced type of IC)!

And all these students are from a relatively unknown deemed university of Andhra Pradesh! So, one can imagine, how many more CS graduates from various universities of the country would be employed in top tech. firms of the world, in their Bangalore and other South Indian city offices, doing system software hi-tech product development stuff.

I think this book does not cover this part of the Indian software story (or cover it well enough).

I must also state that many students from the Maths & CS dept. of the deemed university in Andhra Pradesh I mentioned earlier are employed with software consultancy service type companies in South India too.

Friday, June 7, 2013

US CS PhD student's Comparative View of US and Indian Academia

Last updated on June 8th 2013

I had an interesting mail exchange about US and Indian academia with a correspondent who is doing his PhD in Computer Science at a US university and also acts as a TA for programming courses there. I thought readers may be interested in the exchange and so have given an edited version of the exchange below. The PhD student's views are based on his limited exposure and so may be "off target" at times. However, I think it is a fresh view of a relative newcomer to US CS academia and so is a valuable one. People who are in a system for many years tend to get used to the system and accept it without questioning it much.

The correspondent (referred later as Corr) wrote: There is however one thing I would like to mention. You wrote in your email, "Such rewards and punishments will ensure that teachers will develop the right attitude towards their primary duty of teaching else they will be either left behind in their career or even asked to pursue another career option." [Ravi: Note this refers to a previous mail exchange between me and the correspondent on student feedback being used as a measure for teaching quality. Most of that exchange is captured as part of the post, Discussion on Concrete Suggestions for Measuring Teaching Quality ...]

I would like to bring to your notice that here in the US, teaching is not the primary duty for the instructor employed at an University. There are 3 responsibilities for a professor and they have roughly equal weight. 1) Teaching, 2) Research and 3) Service.
Ravi responded: In previous interactions I had with another person who is also doing a PhD in USA, I was informed that in the US, broadly there are higher-ranked research universities and lower-ranked teaching universities. Most or all of the lower-ranked universities want to become higher-ranked research universities.

A related extract & link from a blog post, http://eklavyasai.blogspot.in/2011/12/affordable-subject-wise-certification.html:

US President Obama meets US university presidents to address/discuss their challenges: http://www.economist.com/node/21541398

The article talks of the problems of rising costs in an age of austerity, more courses & more research students than there is money for and interestingly, Ivy league envy. "Ivy League envy leads to an obsession with research.", it states. This results in professors who are focused on research and don't do their job of teaching students well enough, and even causes teaching dysfunction at lower-level universities!

I think the last problem is the case with lots of Indian universities too.
--- end blog post extract ---

I think what you have written above - roughly equal weight to teaching, research and service - may apply only to US research universities and not to US teaching (intensive) universities.
Corr: Teaching: Undertaking to teach a course at the University. Usually a professor does not teach more than one course a semester and may sometimes teach alternate semesters too.
Ravi: Interesting. I was given the impression it is similar in IITs.
Corr: There are, however, lecturers who teach 2-3 courses a semester, but they do not have the burden of Research or Service.
Ravi: Oh! So then this becomes a teaching track option. I was told by a senior Indian academic that IITs used to give that option to its faculty - teaching track with no research, or research track with low teaching load. And for a teaching track academic even in a research university, teaching will be the primary duty!
Corr: At the graduate level the classes may have 10-70 students and the undergraduate level may have 100-800 students.
Ravi: 800! Mannn! I thought it would go upto maybe 150 or so. Are you sure about 800? Have you seen any such UG class with around 800 students?
Corr: The instructor has a proportional number of TAs to help with grading and course administration.
Ravi: Interesting point - the proportional number of TAs makes sense.
[Later exchange. Corr: Yes, classroom sizes do get that large. I have myself been a TA for a class size of 250. The number 800, I came across from a freshman at UC Berkeley.
Ravi: I see - very interesting info. As I thought more about it, so long as the classroom facilities are good with all students being able to see the presentations part and hear the lecturer clearly, I now feel it may be something that works out decently. For the hands-on lab. part, as you wrote earlier, there would be proportional number of TAs for the large number of students.

If the classroom size is reduced to some fixed lower number, then interested students do not get a chance to learn the course! I had read that in Stanford the majority of the students who take the Introduction to Programming course are non CS majors! I think programming has become an important requirement for a wide spectrum of fields apart from Computer Science/Information Technology. So, I can now imagine 800 students for a programming course in a large US university. Hmm. My imagination did need some stretching to handle that though :).]
Corr: Research: The professor is expected to publish his research work in Conferences and Journals applicable to his/her domain and bring visibility to the University. The adage "Publish or Perish" still holds in many Universities.
Ravi: I was told by a senior US academic that it applies particularly to those on tenure-track. Without a good publication record tenure-ship will not be granted.
Corr: Depending on the nature of the work, some Universities would like their departments to encourage industry initiatives/collaborations and enhance the University visibility through media interaction. In such places the motto changes to, "Demo or Doom".
Ravi: That's a new one for me :). Interesting!
Corr: The most important aspect of research is to write grants where the professors seek funding from a multitude of agencies to support themselves and their students in doing research.
Ravi: Well, that seems to be a slight exaggeration :). Of course, the research grant money is vital but research excellence in terms of research approach, results and publications with visibility/impact would be critical, wouldn't it?
Corr: Service: As an active member in the publishing community, the professor must be available during the year to review publications that have been submitted to conferences and journals in his/her domain.
Ravi: I think the prof. must be choosing a few publications/conferences for this service and turning down others.
Corr: He/she must also be ready to chair a session in a conference, organize a workshop etc. as part of a bigger conference. (All the major conferences are administrated by professors across the world).
Ravi: Once again they must be choosing a few.
Corr: They must also assist students by being in their committees and guide their thesis(Masters/PhD). A gamut of activities are included in service with no remuneration being involved.
Ravi: Well, I think there would be some work load distribution norms with time periods allotted to different types of work. PhD students being guided clearly would be part of their work load as seen by academic administration - that's how it is here. For the others a certain level of activity may be expected and appropriate ("free") time given.
In India, the impression I get is that as one becomes a senior Prof. the teaching load can go down even to zero, and the Prof. then is given enough time to play all these roles, on his/her full Professor salary. So, to me, it is not as if the Professors do the 'Service' activities on weekends and spare time after work. They must be doing the bulk of it within their regular worktime.
Corr: It is therefore unfair to judge a professor only based on his/her teaching and student feedback. [Ravi: Note this refers to previous mail exchange(s) between me and the correspondent on student feedback being used as a measure for teaching quality. Most of that exchange is captured as part of the post, Discussion on Concrete Suggestions for Measuring Teaching Quality ...]
Ravi: I certainly was not suggesting that. I was limiting myself to measuring (judging) teaching quality of the teacher role played by the academic. I went even further by limiting myself only to teaching of lab. courses./practice of software development. Other roles that the academic plays have to be measured/judged differently and I am not touching upon that at all.
Corr: There is also another reason behind this aura of untouchability that professors have. It is my understanding that once a professor is tenured, in most cases, there is nothing the department/University can do to dislodge them (unless in very exceptional cases).
Ravi: I think you are right. I had read up about it some time back and it seems the reason (or one of the main reasons) is to provide the professor the freedom to explore new lines of thought/knowledge against popular opposition.
Corr: Coming to India: Most of this is directly applicable to the big players like IISc and to some extent the IITs in India. But, a majority of the Engineering institutions have professors only doing teaching for most of the year. There is definitely Research to take into account, but the major difference between research in India and the US is this IMHO: students in India are funded by UGC and professors do not have that burden of funding students. (This is a big big bonus for professors).
Ravi: Interesting! I did not realize/know that US does not fund research students via a UGC equivalent setup. In India, I am given to understand that UGC/CSIR pays research fellowship money (for max. 5 years) only for those students who clear the UGC/CSIR JRF NET exam (Junior Research Fellowship, National Entrance Test). I think there must be significant number of research scholars in UGC/AICTE educational institutions who do not clear JRF NET exam. They may have to be supported with some (usually lesser) stipend by the university itself or through some project grant funds.
Corr: Professors still have to write grants to get funding for research (equipment/resources), but that is not a big problem. They would not lose their job if none of their grants got funded.
Ravi: That seems to be correct.
Corr: In fact, I have heard from reliable sources that the UGC funding for research grants in India is never completely used up. (This could be because of lack of worthy proposals or mere bureaucracy - and that is just speculation). This has its pros and cons. As a con, IMHO, this could be one of the reasons for the lackadaisical attitude towards research in India. This is also one of the reasons for the reverse brain drain in the academic community. Its definitely an easy life in India for the professors.
Ravi: I see - reverse brain drain is interesting. But perhaps it has been triggered by US (and world) economic crisis of 2007-08, which, I believe, is still not fully resolved, resulting in major cuts to government funding of US academic stuff (research, teaching ..).
Corr: In the US, the professors fund their PhD students doing research under them. There is a lot of pressure to write grants and get funding.
Ravi: Yes, I had read a rather harrowing article on it, recently. In case you want to have a quick look, here's a blog post which has a Forbes article link about current US researcher issues and my comments on it, Is Academic Research Grant Money Corrupting Academic Teaching Ideals?
Corr: Also, the student teacher ratio is highly unfair to the teachers in India. To my knowledge, there is no concept of TAs in most Universities across India and the professors have to teach more than one course in a semester. It is still a huge burden.
Ravi: I think in India, for lab. courses (in UGC/AICTE institutions) which have large number of students, there must be some support for the main teacher. But I don't know the exact situation.
Corr: Then, there is the service aspect, but most of the major international conferences are headed by US/European/Australian faculty. There is representation from India mainly from the IISc and the IITs. Service is not a major factor for the Indian professor, IMHO.
Ravi: Nowadays there is a lot of pressure to publish for UGC/AICTE academics too. And there are lots of Indian conferences and even journals. So, besides IITs and IISc, there certainly is significant research publication work that UGC/AICTE Indian academics are doing.
Corr: And then there is bureaucracy, and I do not have time for that.
Ravi: :)
Corr: In short, research in India is a completely different animal as compared to research in the US. It would not be fair to draw exacting parallels between the two.
Ravi: I entirely agree. One factor you don't seem to have brought out is the massive endowment that top research universities in USA have. MIT and Harvard have some super-duper endowment - that gives them the financial muscle to recruit top notch academics and have light teaching load for them. In India, I think equivalent financial muscle is available only to few institutions like IITs and IISc.
Dug up some data: According to a USA News report for fiscal 2011 Harvard had an endowment of US $ 32 billion, Yale 19 billion, Princeton 17 billion, Stanford 16 billion and MIT 9 billion. In rupee terms (1 US $ = Rs. 57) Harvard's endowment is Rs. 1,82,472 crores i.e. One Lakh Eighty Two Thousand Four Hundred and Seventy Two Crores! [Calc. (US $) 32,012,729,000 x 57 = (Rs.) 1,824,725,553,000 ]. MIT's endowment is Rs. 55,361 crores [Calc. (US $) 9,712,628,000 x 57 = (Rs.) 553,619,796,000 ].
I tried getting endowment fund figures for IITs in India but it is not easily available. Here is some info., http://www.iitbombay.org/giving-back/how-to-donate-india, which states, "The top 10 US universities in the US have endowments in excess of $ 100 billion. In comparison IIT Bombay’s alumni donations raised Rs 15 crores last year." [Rs. 15 crores = Rs. 150 million which at Rs. 57 for 1 US $ converts to US $ 2.6 million. Calc. 150,000,000 / 57 = 2,631,579 (rounded).] How much the government is contributing to IIT Bombay was not easily available. I wouldn't be surprised if the govt. contribution figure is pretty big by Indian standards - hundreds of crores (rupees) or more.
My view based on information gathered over the past year or two is that, in both the US and India, a research university has to have powerful financial backing. If an educational institution does not have much financial muscle it can survive only as a mainly teaching university/college dependent on tuition fees from students as a major source of income with which to meet its expenses. Some small research (publication) work could be there with financial grant support from appropriate government departments/organizations (in India it would be UGC, DST etc.). [Small free education institutions supported by a small corpus fund are a special case. IMHO, they too can mainly function as a teaching university/college with some small amount of research (publication) work. If they want to be very ambitious on research side and compete with top research universities (IITs/IISc. for Indian context), they first need to ensure huge endowment/corpus funds,]
Corr: But I do admire your efforts in reaching out to the authorities to usher in some drastic changes that would improve teaching in India. I believe it does need a revamp.
Ravi: Thanks for the kind words. I am trying to do my bit with the focus being improving teaching of the practice of software development in UGC/AICTE regulated Indian CS/IT academia. That's an area where I believe I now have enough knowledge to comment rather authoritatively. I steer clear of other areas - even CS/IT theory course teaching or elite IIT teaching.

Wednesday, June 5, 2013

Discussion on Concrete Suggestions for Measuring Teaching Quality ...

This post is a follow up discussion post to the Concrete Suggestions for Measuring Teaching Quality in Practice-Oriented Computer Science/Information Technology streams post.

A correspondent who is now doing a PhD in Computer Science in a US university wrote (slightly edited):

Interesting views from you on teaching lab courses, balance between lab and theory, and evaluating teaching techniques and teachers. If you are interested, here is how I have perceived teaching in the US. Note that this is just my view and I have taken only a few courses/classes and come to this conclusion by mere observation.

I firmly believe that teachers must be evaluated on an yearly basis. Here in the US, at the end of every semester the students go through an anonymous survey where they rate their instructors and the facilities in the lab. There is a "Best Teacher Award" every semester. There is also a "Best Researcher Award" too. In spite of all such measures in place, there are good and poor teachers here as well. I have come to understand that being a good teacher is a matter of attitude more than anything else. I have seen the busiest of professors spend inordinate amounts of time and effort to make themselves understood and convey the course content very effectively. On the other hand, I have seen/heard of professors who take their tenure-ship for granted and just breeze through the classes. These teachers get poor ratings in surveys but nothing seems to be done about it. While I believe that we need anonymous online evaluation of instructors and facilities, I also believe that the system can only do so much and inspirational/excellent teaching is a matter of teacher-attitude.

Regarding programming courses, let me go through how its done in the US. I have been a teaching assistant (TA) for basic Java, C++ and Assembly Language programming courses. There is proportional weight given to different aspects, like Exams, Assignments, Labs, Quiz(surprise tests in class). The instructor meets the students in class, twice a week for a total of 3 - 4 hours. He/She is also available for office hours during other times of the week. The instructor and TAs are available by email anytime during the semester. The introductory programming courses have one lab every week where the TA is there to help the students understand the lab. The instructor usually designs the lab and the students get all the help they need to complete the labs. The labs are evaluated, though very leniently. Every fortnight there is an assignment. And these are tough assignments that require at least a few hours to a couple of days to complete successfully. All of these are graded very objectively and there is always a check for plagiarism. One important aspect of the courses here - the instructor decides the syllabus and the evaluation criteria. This is a bit tricky to implement in India but seems to work in the US in most cases. A fifteen week course usually ends up having 8 assignments, 14 labs, 10 quizzes and 3 exams. There is also a website for the course where assignments, labs, lecture slides, solutions, reviews for exams and course material is regularly uploaded. I mentioned all of this to tell you the different aspects that go into making a programming course successful, here in the US. I am not certain that there is this much of rigour that goes into programming courses in most Engineering institutions in India. No wonder we have very different programmers in US compared to India.

I believe technology (course website, plagiarism checks, etc.) and resources (labs, TAs) are definitely needed to make a programming course successful. But the most important aspect is the instructors' attitude towards the course. With all of this technology and resources, we still have effective and ineffective instructors and that's just a matter of attitude.

I (Ravi) responded (slightly edited):

Thanks for the detailed info. and thoughtful comments. They are very useful.

Allowing teaching excellence to be an optional goal left to the attitude of the teacher, IMHO, is a disastrous management approach to quality education. A good management approach *must* reward excellent teaching and punish bad teaching. Such rewards and punishments will ensure that teachers will develop the right attitude towards their primary duty of teaching else they will be either left behind in their career or even asked to pursue another career option.

In my view, the key point here is that the academic administrative authorities in your US university have some measure of teaching quality (as viewed by the student-customers of the system). It may not be a perfect measure like academic research publication record is not a perfect measure of academic research contribution. This measure along with other informal assessments allows the academic administrative authorities to reward good teaching, not reward indifferent teaching, and punish bad teaching. Whether the academic administrative authorities in your US university are doing so or not, would be a confidential matter, and so not known to us. However, by the view you have that there are some ineffective instructors (bad teachers) in the system in your university, it seems that the academic administrative authorities are not acting effectively on the student feedback or are not in a position to do so.

In UGC/AICTE Indian educational institutions, for CS/IT lab. courses, there seems to be no proper measure available to academic administrative authorities to differentiate between good, indifferent and bad lab. course teachers. The course grades (given to students) seem to be given very leniently, so they are not a proper measure. This creates a situation where there is no incentive whatsoever for good teaching or any disincentive for bad teaching for CS/IT lab. courses. Is it any wonder then that most Indian CS/IT graduates are poor in software development skills/practice of software development?




The recently passed out M.Tech. (CS) student who gave the comments mentioned in the Concrete Suggestions for Measuring Teaching Quality in Practice-Oriented Computer Science/Information Technology streams post wrote (slightly edited):

Sir,

I went through your suggestions. I would like to propose a few other minor things which are as follows:

1) A programming lab. course should not just teach the syntax and features of a language but the endeavour should be to teach the small things, which make a big difference, such as indentations while writing code, writing easy to understand comments, choosing meaningful variable names and planning the modules before writing a piece of code. I think these programming aesthetics should be part of the evaluation process.

2) This one may not always be possible. However, with a little motivation from the teacher and some interest from the students it is not as humongous a task as it may apparently be. I am talking about including a small software development project as part of the course. This can be a group project. At the end of the course the students can be made to give a presentation about their software to external examiners. (I do not know if you remember but we had a similar component, although without external examination, in the Web Programming using ASP.NET and C# lab. course that you had conducted for us. Also, 5 of us had volunteered the same year to write an assembler for a hypothetical architecture that was used in our Systems Programming text book to explain the concepts of assemblers, linkers, loaders, etc. We wrote the bare bones of it in C and this has undergone evolution over the years in the hands of subsequent batches. Now, I believe all the features of an assembler that were discussed in the course have been implemented and the software can be used to demonstrate an assembler to students. However, I am not sure if it still has a GUI.)

I (Ravi) responded (slightly edited):

Thanks for your comments.

On point 1, I agree. But I feel this should be part of the two semester 'C' programming course that is taught at B.Sc. level, which is the first programming course lab. in the Department of Mathematics & Computer Science system (in that educational institution).

On point 2, useful input. I agree. The issue from a teacher's perspective is time. Sometimes there is a bare minimum of topics that must be covered in a lab. course, and that leaves no time for group projects in such lab. courses, especially in time-wise, very tight educational systems.

Tuesday, June 4, 2013

Concrete Suggestions for Measuring Teaching Quality in Practice-Oriented Computer Science/Information Technology streams

Last updated on 16th September 2014

At the outset, I request the kind indulgence of readers for blowing my own bugle a little, with the intention of substantiating my case.

Yesterday I received an email from a recently passed out M.Tech. (Computer Science) student (I don't know if exam results have been declared yet but the student is a high-flyer and will, in all probability, pass). He thanked me for my C++ classes which he felt played a significant role in him clearing a job interview and getting a job offer which he intends to take up.

--- Start passed out student message extract ----

I must thank you for getting this offer because my interview was solely based on C++ programming and very little of algorithms. Even the latter was with respect to data structures that are part of the C++ STL. Your C++ classes, and at a later stage your slides were of great help to understand the basics of C++. Therefore, I felt this urge within to inform you about this.

--- End passed out student message extract ----

I would have taught him the C++ course when he was in Ist M.Sc. (Maths) in academic year 2009-10. The department is a Mathematics & Computer Science department. Many of the two year M.Sc. (Maths) program students continue on to do the two year M.Tech. (Computer Science) program. [BTW in March 2012 I parted ways with the above-mentioned department and educational institution.]

Now I would not like to comment much on why the tech. interview (as per the student's description) did not cover algorithms in some depth. IMHO, ideally there should have been a balance of questions on both algorithms and the particular programming language skills they are interested in, which was C++ in this case.

However, the reality of the situation is that the practical programming skills imparted to the student via the lab. course was instrumental in him clearing the job interview and landing the job. So the teacher concerned would seem to have done a good job and would earn the appreciation of academic administrators.

But the way things are run in UGC/AICTE regulated educational institutions in India, with accreditation agencies like NAAC being powerful forces, good teaching quality like in the above case, are not recorded in any fashion in their evaluation metrics. If I am not mistaken, the teaching quality assessment according to UGC/ACITE norms is supposed to be or can be a self-assessment! Naturally all teachers will be assessed as good or excellent teachers then :-) (unless there are many theory exam failures).

The key measure that is recorded is the research publication record. NAAC (the key national accreditation agency for UGC institutions, I believe) seems to be focused mainly on the research publication record of institutions it accredits and grades. So academic administrators have become obsessed with research publication record to ensure that the institutions they administer get a good NAAC rating. This results in a scenario where academic administrators put immense pressure on teachers to publish research papers, and almost ignore promoting excellence in teaching quality.

Now, in my special case, I had retired from commercial work in Sept. 2002, and was offering honorary service of teaching lab. courses in a 'deemed' university. I was utterly disinterested in an academic career or in academic research (my designation during my stint was Honorary Staff, Honorary Faculty and finally Visiting Faculty). I was only interested in my spiritual career and part of that involved serving students by teaching them what they needed to know using my knowledge base of 18 years international software industry practitioner experience and also studying new knowledge areas required to teach specific lab. courses allotted to me. So my focus was on excellence in teaching lab. courses. I have had the satisfaction of teaching them to the best of my ability, given the circumstances, and receiving the love and gratitude of the students in return. From a spiritual and ex-software industry practitioner/professional career point of view I consider it to be a very successful stint (9 years) of spiritual and industry-quality service.

But from an Indian academic system point of view my question is, will the typical Indian CS/IT academic focus on excellence on teaching lab. courses like the C++ course I taught? IMHO, the clear answer is No (there may be some exceptions, of course - I am talking about the typical Indian CS/IT academic). As his/her bosses are mainly bothered about NAAC grading and UGC/AICTE norms for which the only thing that really matters is research publication record.

Further, lab. courses are looked down upon as unimportant courses which can be handled by junior staff like Teaching Assistants or Research Assistants (Research Scholars). The evaluation of lab. courses are very lenient. Rarely is a student failed and many students get the top grade. Theory courses have paper examinations with external evaluation. That is considered far more important in the (UGC/AICTE) Indian academic system. Theory courses have more credit than lab. courses. [If UGC/ACITE publish statistics about failures in CS/IT lab. courses in the institutions they regulate, I am quite sure it will be a miniscule number. However, the failures in CS/IT theory courses will be, I am quite sure, a not insignificant number, in comparison.]

This is very strange for a very practice oriented field like Computer Science/Information Technology. As the above freshly passed out student interview example clearly shows, the vital skill that is assessed during typical CS/IT job interviews is the practical skill. Of course, theory is important too and ideally there should be a balance between theory and practice. But, IMHO, an administration policy where the teaching of the practice of software development (lab. courses) is relegated to junior teachers and considered unimportant, is a disastrous education policy for a practice-oriented field like Computer Science/Information Technology.

What can we do to rectify the situation? Teaching Quality must be measured even if the measures may have some flaws in it (like the flaws in measuring research contributions). Over time the flaws in measuring teaching quality could be addressed/controlled. I have a few concrete suggestions for measuring teaching quality of lab. courses in Indian (UGC/AICTE) CS/IT academia:

1) Teachers who create course material for a course (as against using course material from other sources) should have their course material reviewed by other teachers just like research papers are reviewed. Appropriate credit should be given to teachers whose course material gets a good review. The review may include student assignment submissions including source code, so that reviewers get an idea of how students are benefiting from the course.

2) Lab. courses should be evaluated as strictly as theory courses. It should have external examiners like theory courses. There should be no hesitation in failing students who fare poorly in assignment submissions and exams. Administrators should examine lab. course result patterns and compare it with theory course result patterns. Very high success rates in lab. courses contrasted by quite different success rates in theory courses should ring alarm bells and invite investigation. If the teachers concerned are found to have done an overly lenient job of evaluation they should be penalized.

Additional suggestions to improve the teaching of the practice of software development, not related to measuring teaching quality, are:

a) Lab. course credits should be at least equal to theory course credits. Further, the number of lab. courses should be roughly equal to the number of theory courses. [I believe, the typical current ratio is 4 to 5 theory courses and 2 lab. courses in a semester, with theory courses having 3 credits and lab. courses having 2 credits.]

b) The practice of relegating lab. courses to junior teachers must be abandoned. Given the vital importance of practice in CS/IT, senior teachers should teach lab. courses.



Initially I had suggested student feedback as one measure of teaching quality, as follows:

*) Student feedback about the course should be collected. Industry training institutes heavily use participant feedback to get an idea of the quality of teaching and suggestions for improvement. Academia can learn from them. Yes, there may be some serious concerns like students using it as a weapon against the teacher, and the teacher targeting classes where he/she receives bad feedback. But there surely must be ways to mitigate such issues. Students are the key customers/stakeholders, usually paying customers, of the education system. Teachers in academia must learn to respect this fact and learn to accept criticism from students about their teaching, just like teachers in industry training institutes respect (or are forced to respect) criticism from participants/students of their courses.

--- end suggestion ---

I received vehement criticism from a US CS academic (over two separate mails which he allowed me to share with others). I have shared below the key parts of the mail exchange:

The US CS academic wrote:
It may not have occurred to you but some students punish good teachers for being demanding and for not being soft at grading. I have seen the most outrageous *anonymous* student feedback for a professor who caught many cheating. The easiest way for a professor to get a good rating from anonymous feedback is to lower standards and give higher grades.
My response was: Oh Lord! While I thought that certainly there were possibilities of students using the anonymous feedback as a weapon against the teacher, I did not know that they actually do go that far. You have the experience of such feedback systems in academia - I don't (though I do have industry feedback experience, which I think is a very different ball game). I am quite shocked to know of this. Hmm.
The US CS academic wrote back:
Note that anonymous accusations traditionally are absolutely disregarded or in cases even illegal under Western law. Except, it seems for professors. Disgusting.
My response (slightly edited to give more clarity) was: Thank you so much for bringing out this aspect so clearly. I think an academic who gets targeted via such anonymous feedback/accusations would go through horrifying emotional torture. He/She would feel there has been no justice, no chance for him/her to prove his/her case.  Hmm.

I really need to pause, think hard, and ensure that my blog post does reflect this horrifying abuse possibility. And then explore whether there is a "safe" way to use student-customer feedback as one measure of teaching quality. As of now, I am quite clueless about suggestions on how to prevent abuse of student feedback like the cases you mentioned and how to address/prevent/resolve the 'disgusting' nature of anonymous feedback accusations being considered as a negative measure of teaching quality.

Thanks again for the reality-bite.
--- end mail exchange extracts ---

After learning about the US academic's experience with abuse of anonymous student feedback to punish good teachers I realize that my earlier view that "there surely must be ways to mitigate such issues" may be wrong. I am not so sure any more about ways to prevent or even mitigate such issues in the Indian UGC/AICTE regulated institutions context. [For the 'cheating' example shared above one could ignore feedback from such students but they could influence their student-colleague-friends to give bad feedback.] My experience of teaching in academia is limited to an educational institution with a focus on human and spiritual values where the students were exceptionally well behaved and had tremendous respect for their teachers. Perhaps there is a very real possibility of such abuse of anonymous student feedback to punish good teachers in some other Indian educational institutions.

Direct (non-anonymous) student feedback used as a measure of teaching quality, when negative, has the possibility of seriously damaging the human relationship between student and teacher. So I don't think that can be considered.

Therefore I withdraw the suggestion of using student feedback as a measure of teaching quality.

========================================================

In September 2014 I made a small academic-type article based mainly on the above contents of this post and tried to submit it to a pre-print archive which did not accept the submission stating:

This repository is only for self-contained research results. Your attempted submission does not appear to be a substantive research document. All articles submitted to [pre-print archive name blinded] must be in a format appropriate for publication in a conventional journal. Please find a more appropriate forum.

--- end pre-print archive mail extract ---

I responded to them as follows:

Noted your response. I guess the article is more of a viewpoint/opinion piece.

Thanks.

--- end main extract of my response ---

I have put up the article titled, Concrete Suggestions for Improving Teaching Quality in Computer Science/Information Technology Lab. Courses, here in case you want to have a look.

Saturday, June 1, 2013

Indian HRD Minister of State, Dr. Shashi Tharoor, Writes Newspaper Article on Indian Academic Controversy

I was very pleasantly surprised to read an article related to an academic controversy by the Honourable Minister of State for Human Resource Development, Govt. of India, Dr. Shashi Tharoor. I think it is wonderful that an HRD minister has chosen to interact with interested members of the public and academics via a newspaper article. [BTW currently India has one HRD minister, Dr. M.M. Pallam Raju, and two HRD ministers of state, one of whom is Dr. Shashi Tharoor, http://mhrd.gov.in/whoswho.]

First a little bit of background on Dr. Shashi Tharoor from his wikipedia page, http://en.wikipedia.org/wiki/Shashi_Tharoor. He did his graduate studies culminating in a Ph.D. from The Fletcher School of Law and Diplomacy at Tufts University. He served in the United Nations from 1978 to 2007 with his last post being UN Under-Secretary-General. He was nominated by the Govt. of India for the post of UN Secretary General, competed with present UN Secretary General Mr. Ban Ki-moon, eventually withdrawing his candidacy. He also has a literary career as an author of many English books. I think India is very fortunate to have such a distinguished person holding a union minister of state position for Human Resource Development (HRD).

The article I referred earlier appeared in The Hindu today, "Drop the rhetoric, start the debate", http://www.thehindu.com/todays-paper/tp-opinion/drop-the-rhetoric-start-the-debate/article4770857.ece. While the article's focus is on a current academic controversy in Delhi University, the article touches upon general academic issues including HRD ministry interaction with academic administrators, which was very interesting to me.

[Please note that the Creative Commons Attribution CC-BY license does not apply to this post.]

Dr. Tharoor writes, "It may be heresy to say it, but education as a sector remains the last frontier largely untouched by reforms. The economic reforms of the last 20-odd years have unleashed our economic potential, and the governance reforms of the last 10 years have raised our civic awareness. However, we as a nation need to completely overhaul our educational systems and processes if we are to realise the full potential of the demographic dividend that awaits us in the coming decades of the 21st century."

I am delighted to see such an unequivocal statement put out by a union HRD minister on the need for academic reform in India. He goes on to say that Indian academic positions have become another government job for life positions with little incentive for performance or disincentives for non-performance! I think his view is quite right. But I have to clarify that I do not mean to imply that all Indian academics take it easy because it is a secure job. I am quite sure many will be working hard and trying to excel in teaching and research. But if the system is such that performance is not rewarded well and non-performance is not penalized then the motivation to excel in teaching and research will slowly but surely dwindle in most persons caught up, usually for an entire work-life, in such a system.

He points out that the academic community (typically) blames the overbearing interference of government (HRD ministry and higher education regulators UGC & AICTE, I guess) functionaries for academics and academic institutions not being able to excel. This is an interesting issue for me. My opinion is that as huge amount of public tax payer money is given to academic institutions by the government, the recipients of such money must be answerable to representatives of the people, which are the elected members of Parliament and HRD ministers in particular. Top academic administrators should not be allowed to escape accountability by resorting to tactics of blaming government interference for poor performance of the institutions they administer.

Students and parents of the students are key stakeholders in the academic system but are not in a strong position to raise their voice and be heard. Yes, there are student unions but I don't know how effective they are for improving the academic standards of teaching and evaluation. Once again, IMHO, it is the moral responsibility of elected members of Parliament especially the HRD ministers to hold academic administrators and academics responsible for their duties of teaching and evaluating students well. If Indian academics and Indian academic administrators are not willing to be accountable to even the HRD ministers then who will they be accountable to?