The interplay of institutional forces behind higher ICT education in India PhD Dissertation, London School of Economics, December 2005. 260p.
Jonathan Frederick Ezer
Ezer in this dissertation examines how the idea of ICT is constructed at Indian universities, and how this process is impacted by institutional forces. The research findings indicate that for a variety of reasons, higher ICT education in India is markedly Western-focused, instrumental and technocratic.
These characteristics of higher ICT education in India are impacted by a process that can be described as institutional collaboration - several diverse institutional forces are acting in ways that are coherent and mutually reinforcing.
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