Events – Professional Academic Corporate etc

EVENTS 

CONFERENCE CONVENTION SEMINAR WORKSHOP UNCONFERENCE etc
ACADEMIC EVENT MANAGEMENT

A Primer

By

VIKRAM KARVE

We may classify events can in a few broad categories based on their purpose and objective: 

1.  Leisure Events  [leisure, sport, music, recreation] 
2.  Cultural Events [ceremonial, religious, art, heritage, and folklore]
3.  Personal Events [weddings, birthdays, anniversaries]
4.  Organisational Events [commercial, political, charitable, sales, product launch, trade fairs, shows, road shows etc]
5.  Academic Events [conferences, workshops, seminars, symposium, unconference]

In this article – let me focus on Academic Events – since that is what I am most conversant with – having been an HR/Training Manager and Professor for many years in my long career – and having participated in and actively presenting papers (and also passively attended as delegate). 

As a part of my work – both in the Navy and in Academia – I have organised many Conferences, Seminars, Workshops, Symposia etc.

Of course – I have organized and participated in many other types of events as well – and may write about it subsequently.

The two main stakeholders in an academic event are the organisers – and the participants – or – delegates.

From the academic point of view – the Organisers view the event as one-way communication – a gathering where they impart information to the attendees. 

Of course – there may be other commercial motives and career ambitions as well.

The Delegates may look at the event from different points of view. 

There are a number of reasons why persons attend academic events like conferences – learning experience, enjoyment, professional networking, seeking peer group approval and prestige [by presenting their research papers] – or as a perk or reward for good performance etc.

Conference: A meeting of individuals or representatives of various bodies for the purpose of discussing and/or acting on topics of common interest or theme. 

A conference is a large event, lasting several days and attracting a large number of delegates. 

Typically a conference may attract more than a thousand delegates (1000+ delegates)

A session is an unbroken period within a conference.

The plenary session is a session at which all delegates are present. 

The “Graveyard Shift” is the session immediately after lunch – when most delegates are likely to feel drowsy, have a siesta and nap off. 

A poster session affords opportunity for authors of papers which are not actually presented in the conference to display posters, summaries and abstracts of their papers to delegates and stand by to discuss and answer questions. This is held during conference session breaks outside the main conference hall in the foyers and adjacent lobbies.

Convention: A convention, or congress, is a gathering of greater importance than a conference, much larger in size, with a few thousand participants, with a formal agenda and programme, with the aim of formulating policy.

Seminar: A seminar is a small to medium sized event with the number of delegates ranging from 20/30 to around 100/200. 

Seminars are compact one or two day events designed to educate and inform delegates of the subject(s) of interest and discuss issues of common concern.

Symposium: A symposium is a Seminar where only a single topic or subject is discussed in an informal way encouraging inter-delegate-speaker communication and debate.

Colloquium: In a colloquium one or more experts or eminent academicians deliver lectures on a subject followed by a question and answer session. 

A colloquium is purely academic in nature.

Workshop: A workshop is a small gathering of delegates to discuss and exchange ideas on specific topics or to solve particular problems. 

It is like a symposium but more formal in nature.

Meeting: A meeting is a much smaller event – maybe involving a few executives or invitees – discussing business or a precise agenda.

Information Flow: In a symposium and workshop the flow of information is between all the participants, delegates and speakers; whereas in a seminar and colloquium the flow of information is primarily one-way from the speakers to the audience. 

Of course – in a meeting – there is more of presentation, deliberation and discussion with the aim of collective consensus and decision-making.

Clinic: A clinic is a meeting of a select group of persons with common interests, confronting and discussing real-life situations and problems, organised for the purpose of diagnosing, analysing and seeking solutions to specific problems.

Unconference: An “unconference” is a facilitated, participant-driven face-to-face conference centred on a theme or purpose.

Even at traditional conferences – the most productive moments often occur during informal networking – tête-à-tête – and discussions between the formal sessions – in tea and lunch breaks – and in the evenings over cocktails/dinner/get-togethers etc

That is what an “unconference” aims to achieve.

The cardinal premise of an “unconference” is that there are no spectators – in an “unconference” – everyone is a participant.

This sets the stage for everyone to actively contribute and is another factor in making this event so unique.

The idea of “unconference” probably emanated from the Fundamental Law of Conventional Conferences: 

“The sum of the expertise of the people in the audience is greater than the sum of expertise of the people on stage...”

The aim of an unconference is to break the barrier between the audience and the speakers on the podium. 

Members of the audience and participants write topics they are interested in on boards, consolidate the topics, and then break into discussion groups.

With the advent of the internet and increasing virtual interaction – meetings, conferencing, networking and modern forms of “formal” and “informal” web-based communication and learning technologies – the concept of “unconferencing” is more attractive than traditional conferences of the “old mould” type.

So how does one plan and organise such academic events...?

There are so many aspects and factors to be considered – topic, venue, dates, programme, speakers, papers, delegates, technology, communication, budget, accommodation, food, entertainment, PR, promotion, publication, sponsorship, commercial aspects, check-off lists… 

I will end now. 

But – more on this topic – and about other types of events – later on my blog. 

VIKRAM KARVE

Copyright © Vikram Karve 
1. If you share this post, please give due credit to the author Vikram Karve
2. Please DO NOT PLAGIARIZE. Please DO NOT Cut/Copy/Paste this post
© vikram karve., all rights reserved.

Copyright Notice:

No part of this Blog may be reproduced or utilized in any form or by any means, electronic or mechanical including photocopying or by any information storage and retrieval system, without permission in writing from the Blog Author Vikram Karve who holds the copyright.

Copyright © Vikram Karve (all rights reserved)

This blog post is a revised repost of my article written 25 years ago in the 1990s and posted online earlier at url: http://karvediat.blogspot.in/2010/09/event-management-conference-seminar.html  and  http://karvediat.blogspot.com/2017/05/event-management-academic-events.html  etc 

How to Write a Dissertation or Thesis

From my Academic Writing Archives...

HOW TO WRITE A DISSERTATION
Simple Tips
By
VIKRAM KARVE

Art of Dissertation – Part 1

THESIS STATEMENT

I wrote a dissertation to earn my Masters Degree in Technology (M.Tech.) from IIT Delhi (1981-1983) – and one more – for my Post Graduation in Management in 1985. 

Of course – in my earlier days – I wrote a few seminar and project reports during my B. Tech. degree studies (1972-1977). 

Since then – I have supervised and guided dissertations – more than 45 – maybe 50 – chiefly for Masters Degrees in Engineering and Technology (ME / M. Tech.) – and also in Management Studies. 

Some students of mine thought it apt than I pen down a few tips on the art of dissertation – so here are I am – writing a few lines – on The Art of Dissertation.

In a nutshell – the Art of Dissertation comprises the following simple steps:

1. Select a dissertation topic in a subject that you are knowledgeable about.

2. Compose a thesis statement that only asks a single question.

3. Employ a research methodology process that is compatible with your dissertation study.

4. Present your data evaluation, analysis and interpretation in an accurate, succinct, logical, well-reasoned and lucid manner and write your dissertation report in a simple, coherent manner conforming to the prescribed style.

5. Conclude your dissertation by answering the thesis statement and, if pertinent, mention corollaries and consequences and possibilities and scope for future research work on the subject.

6. Impart the finishing touches to your dissertation report – definitions, references, bibliography, abstract, summary, acknowledgement, certificate, contents and title pages.
WHAT IS A DISSERTATION...?

A Thesis is a hypothesis or conjecture. 

The word "thesis" is coined from the Greek derivative of the word meaning "position", and refers to an intellectual proposition. 

A thesis may be an unproved statement, a hypothetical proposition, put forward as a premise.

A Dissertation is a lengthy, formal document that argues in defence of a particular Thesis. 

The term "Dissertation" is derived from the Latin word dissertātiō – meaning "discourse" – and is a document that presents the author's research and findings and, in most cases, is submitted in support of candidature for a degree or professional qualification. 

The research performed to support a thesis must be original and substantial. 

The dissertation must illustrate this aspect and highlight original contributions.

Your dissertation is your research which demonstrates your understanding of the subject in a clear manner. 

Therefore, it is imperative you find a topic that gives a clear picture of what you should write. 

Always ignore ambiguous and vague ideas. 

And, most importantly, choose an apt title – in fact, the title of your dissertation must fascinate you and entice your audience.
CHOOSE THE TYPE OF YOUR DISSERTATION

Dissertations are of two types – Empirical and Analytical.

Empirical Dissertations make propositions resulting from experiments, involving laboratory or field research.

Analytical Dissertations reflect propositions resulting from meticulous, pioneering and innovative analysis of previously published work.
WRITING YOUR DISSERTATION REPORT

A dissertation report may comprise the following main chapters:

1. Introduction- An overview of the problem; why it is important; a summary of extant work and, most important, the thesis statement.

2. Literature Review-the chapter that summarizes another work related to your topic.

3. Methodology-the part of the paper that introduces the procedures utilized for the research study and the conceptual model.

4. Data Presentation, Evaluation, Analysis and Interpretation -the chapter involves the presentation of computation values using statistical tools to support the claim.

5. Conclusion-the complete summary of the research findings.

Of course, you must include suitable pages for definitions, illustrations and graphs, footnotes and references, bibliography, abstract, summary, acknowledgement, certificates, contents and title pages.

Introduction

Dissertation writing chiefly involves the introduction, literature review, methodology and analysis chapters, and the others mentioned above. 

Having selected your dissertation topic, before you begin your dissertation you need to establish your thesis statement first. 


Thesis Statement

A thesis statement is simply a single sentence that provides the main intention of the research. 

The thesis statement will epitomize the scope of your study, give you an idea of what you want to prove and will pilot your research.

A good Thesis Statement must satisfy the following four criteria:

1. The thesis statement must state your position.

2. The thesis statement must be able to support a discussion.

3. The thesis statement must be specific about its position.

4. The thesis statement should only have one single idea of discussion.

You must ponder over the following points while writing the introduction to your dissertation:

Is there any need to this dissertation study...?

Why do it now...? 

Why do it here...? 

Why me...?

Is the dissertation topic in my “comfort zone” – and am I thirsty for knowledge and passionate about it...?

Is there a problem...? 

What is it...? 

Why does it need to be solved...? 

Should I approach it empirically or analytically...?

What is my hypothesis...? 

Is it original, novel, new, innovative...?

Who will benefit from my dissertation work...? 

In what sense will they benefit...?

How will my contribution add to “commons”...?

What is going to be my methodology...? 
[modalities of data collection, evaluation, analysis, interpretation]

Are there any constraints or limitations in conduct of my proposed dissertation studies and research...?
Art of Dissertation – Part 2

REFERENCE CITATIONS

Whenever you use any words, ideas or information from any source in your dissertation, you must cite and reference those sources to acknowledge the contributions of others in your dissertation work.
Citations

Reference Citations may be included in the following forms:

1. Footnote Referencing in the text at the foot or bottom of the page.
2. Endnote Referencing or Citation-Sequence System collated and listed chronologically at the end of the text.
3. Bibliography

Citations serve inter alia the following purposes:

Establish credibility of the research.
Enable assessment of the quality and timeliness of the research.
Acknowledge the contributions of others and sources of information in your dissertation work.
Provide identification of material used in your research or quoted in your dissertation report.
Facilitate inclusion of material of supplemental value.
Intellectual Honesty.


REFERENCING [Footnotes and Endnotes]

In your dissertation you can do referencing using either Footnotes or Endnotes.

A Footnote is a bottom-of-the-page citation – whereas Endnotes are collected at the either at the end of the dissertation or at the end of each chapter.

Footnotes and Endnotes serve the same purpose. 

However, they are two different systems, so be consistent and use one of the two methods throughout your dissertation.

The advantage of footnoting is that readers can simply cast their eyes down the page to discover the source of a reference which interests them – but now-a-days Endnotes [References] at the end of the dissertation seem to be preferred.

References are to be sequentially numbered throughout your dissertation starting with 1, indicating the relevant number [note identifier] at the end of the pertinent sentence in the text, superscripted, or in brackets, and amplified by the citation either at the bottom of the page [footnote] or at the end of the dissertation [endnote]. 

The citation should provide the following bibliographic information:

1. Author(s) surname(s), first name(s) or initials
2. Name of the article, book or journal
3. Editors (if applicable)
4. Publishers Name and Location
5. Volume and Issue Number or month of publication (in case of a journal)
6. Year published
7. ISBN (if applicable)
8. The exact page numbers if your reference is a direct quotation, a paraphrase, an idea, or is otherwise directly drawn from the source. [p – page, pp – pages]

Titles of publications should be italicised, article titles should be enclosed between single quotation marks, and commas must be used to separate each item of the citation and end with a full stop.

Examples:

Book

1. Wilson B, ‘Systems, Concepts, Methodologies and Applications’, John Wiley and Sons, USA, 1984, p 29

Journal [article]

2. Steiner CJ, ‘Educating for Innovation and Management’, IEEE Transactions on Education, Vol 41, No. 1, Feb 1998, pp 1-7

Conference Proceedings [paper]

3. Sriram S and Karve VW, ‘Systems Cybernetic Re-engineering for Empowering Human Performance: A Soft Systems Dynamics Approach’, Proceedings of the International Conference on Cognitive Systems, Dec 1998, pp 723 – 739.

Internet Citations must include:

1. Name(s) of Author (s) / Editor (s)
2. "Title of Article, Web page or site" in quotation marks.
3. Name of sponsor of site or Title of Journal
4. Date of article, of Web page or site creation and latest update.
5. Access date (the date you accessed the Web page or site).
6. Complete Uniform Resource Locator (URL) in angle brackets.

Example:

Karve VW, ‘Ethics, Values and Technology’, in Cognitive Systems Review, July 2008, viewed on 21 August 2008 < Academic and Creative Writing Journal Vikram Karve >

Some Abbreviations in Referencing

ibid is used in consecutive references that refer to the same work, whether to the same or different pages.

Example: [the digits 1,2,3 are the footnote or reference numbers]

1. Karve V, ‘Appetite For A Stroll’, Cinnamon Teal, India, 2008, ISBN 9788190690096, p 15.

2. ibid [Please note that this refers only to page 15 of the above book and not to any other page of that book]

3. ibid, pp 29-34. [This still refers to Karve, but to pages 29-34]

op. cit. is used with non-consecutive references that refer to the same work but to different pages.

loc. cit is used with non-consecutive references that refer to the same work and to the same page or pages of that work.

Examples of Referencing
(the digits 4, 5, 6, 7, 8, 9 are footnote or reference numbers)

4. Senge P, ‘The Fifth Discipline’, Currency Doubleday, USA, pp 75-76.

5. Twiss BC, ‘Managing Technological Innovation’, Longman, UK, 1974, p 33

6. Senge, op. cit., pp 101-110 [Note that the footnote reference numbers to Senge are not consecutive and that different pages in his work are being cited].

7. Karve V, op. cit., pp 117-120. [Different pages of Karve (reference at serial 1 above) are being cited]

8. ibid [This refers to Karve, pp 117-120]

9. Twiss, loc.cit. [The reference is to Twiss page 33. Citation of any other page or pages would have entailed the use of op. cit, followed by the page number(s)]

When references are made to two or more books or papers of the same author, the abbreviations op.cit. and loc. cit. are not used in subsequent citations, in order to obviate confusion.

In referring to material contained in other pages of your own dissertation you may use the following abbreviations followed by the appropriate page number:

cf (confer) – compare
cf, ante (confer ante) – compare above
cf, post (confer post) – compare below
supra (above) – cross-reference to preceding matter
infra (below) – cross-reference to succeeding matter
et passim (and here and there) – matter referred is scattered in the dissertation.

Bibliography

A bibliography should generally contain all the sources cited in the dissertation and any other important references [books, journals and internet websites] that you have consulted during your research or used in preparing your dissertation.

Systematically list the various sources of information consulted or used in your dissertation [books, journals, internet websites, previous research work / dissertations] separately in alphabetical order of authors’ surnames in the same style as references.

The distinction between references and bibliography is that whereas references [footnotes and endnotes] cite authority for specific statements, the bibliography gives descriptions of entire works.

If a reader wants to consult a work referred to in a footnote, he/she turns to the bibliography for a full description of that work.

To end this article on a lighter note – let us have a quote: 

The average Ph.D. thesis is nothing but the transference of bones from one graveyard to another ~ Frank J. Dobie

VIKRAM KARVE
Copyright © Vikram Karve 
1. If you share this post, please give due credit to the author Vikram Karve
2. Please DO NOT PLAGIARIZE. Please DO NOT Cut/Copy/Paste this post
© vikram karve., all rights reserved.

Disclaimer:
1. This is based on my personal experience. It may or may not work for you. So please do due diligence before trying out this technique.
2. All stories in this blog are a work of fiction. Events, Places, Settings and Incidents narrated in the stories are a figment of my imagination. The characters do not exist and are purely imaginary. Any resemblance to persons, living or dead, is purely coincidental.

Copyright Notice:
No part of this Blog may be reproduced or utilized in any form or by any means, electronic or mechanical including photocopying or by any information storage and retrieval system, without permission in writing from the Blog Author Vikram Karve who holds the copyright.
Copyright © Vikram Karve (All Rights Reserved)

© vikram karve., all rights reserved.

Updated, Abridged and Revised version of my article written more than 25 years ago in the early 1990s and Posted Online by me in my blogs a number of times including at urls: http://karvediat.blogspot.in/2009/03/dissertation-part-1-thesis-statement.html  and  http://karvediat.blogspot.in/2009/03/dissertation-part-2-reference-citations.html and http://karvediat.blogspot.in/2011/08/how-to-write-dissertation.html and http://karvediat.blogspot.in/2012/05/tips-on-writing-thesis-dissertation-and.html  and  https://www.quora.com/profile/Vikram-Karve/Writing-by-VIKRAM-KARVE/How-to-Write-Dissertation-Thesis-Project-Report-Research-Paper-etc and http://karvediat.blogspot.com/2017/05/how-to-write-dissertation-thesis.html etc

What Makes a Good Teacher

WHAT MAKES A GOOD TEACHER  

Though I wrote this article in the context of Higher Education – I feel is it universally applicable to all Teachers.

The Two Myths of Higher Education

By

VIKRAM KARVE

From my personal experience as a teacher at the post graduate level in Engineering, Technology and Management – I feel that the two myths of higher education are:

1. The Higher the Qualifications – the Better the Teacher 

2. Money motivates Teachers.

Let us reflect on what makes a good teacher – especially in higher professional education.

MYTH NO. 1 – The Higher the Qualifications, the Better the Teacher 

Does a Ph. D. make a Better Teacher...?

Musings on the Qualities a Teacher must Possess

A teacher is a trustee.

It is just like the birds. 

You take a flock of young students under your wings – nurture them – teach them to “fly” – and when they are ready – you release them into the world – set them free – watch them with pride as they fly into the sky, soar high above you – knowing that they will never come back – wishing that they reach great heights which you could never reach – for nothing gives a teacher more happiness than when his student excels and surpasses the teacher himself. 

I have learned from experience that teaching has got less to do with knowledge and more to do with communication.

Teaching is about relationships as well as pedagogy.

Teaching is more about feeling than facts. 

It is all a question of vibes.

Once you establish positive vibes with your students – you can feel the delightful chemistry being generated between you and your students. 

In the parlance of Electrical Engineering – it is like perfect impedance matching – the maximum power transfer theorem – and you can experience the classroom rocking with resonance – when all the resistance to the flow of knowledge disappears – the intellectual friction vanishes – the barriers to communication melt away – and seamless effortless learning is achieved.

It is not important how much a teacher knows – What is important is how much the student learns.

For a teacher – communication skills are far more important than qualifications.

Teaching is about relationships as well as pedagogy – Teaching is more about feeling than facts.

Soft Skills outweigh Hard Skills as far as the art of teaching is concerned.

A highly qualified Ph.D. who does not know the art of teaching and fails to establish good vibes with his students cannot make his lectures engrossing – and this often may result in students losing interest in the subject – and in some cases – an insensitive teacher who lacks the requisite soft skills – and has poor interpersonal and ineffective communication skills – such a teacher may even end up making his students hate and despise the subject he or she is teaching. 

I have seen that many Ph.D. qualified teachers do not possess the requisite soft skills required for effective teaching.

In many cases – overqualification may be counterproductive – and the demonstrated ability at carrying out research (Ph.D) may not guarantee good teaching skills – especially at the undergraduate level. 

Unlike in schools where B.Ed. is a must for teachers – and a DECE or Montessori Training is desirable for primary and pre-primary school teachers – the fact of the matter is that in higher education most teachers have had no formal training in the Art of Teaching or Pedagogy – and they are appointed as lecturers and professors solely based on their academic qualifications and research publications – irrespective of whether they are proficient in Pedagogy and the Art of Teaching. 

That is why one sees so many well qualified professors with poor communication skills and inadequate teaching ability owing to which they are unable to motivate their students – and this hampers their ability to transfer their knowledge to the students. 

Insistence on a Ph.D. for a teacher – even at the undergraduate level – this precludes many otherwise talented persons including those with professional experience from entering as faculty in the teaching profession in higher and professional education – and this is a great loss of expertise – and results in only the “academicians” dominating the teaching profession. 

Of course, the ultimate losers are the students – and as a consequence, the nation and the society at large. 

In fact – this is one of the reasons that many organisations and employers have to invest heavily in induction training – as fresh graduates are not industry-ready – especially in engineering and technology.

It is easy to make simple things difficult – but difficult to make complicated things easy. 

It requires good teaching style, effective communication skills and appropriate soft skills to make difficult things easy and enjoyable to learn. 

The process of learning must be enjoyable. 

It must not be dry, didactic, boring and painful.

It is important for a teacher to remember that learning comprises two pedagogic processes: 

Getting knowledge that is inside to move out 

and

Getting knowledge that is outside to move in 

The second part of imparting knowledge from outside into the student is comparatively easier – once you’ve got the students interested, eager to learn, and the teacher is proficient in teaching skills and knowledgeable in the subject and domain specialization.

It is the first aspect – getting knowledge that is inside the student to move out – facilitating inward discovery on one’s self – motivate inquiry based learning – to help unlock the treasure within the student – that is more challenging – and this is the true test and indeed the hallmark of a good teacher.

MYTH NO. 2 – Money Motivates Teachers

ARE THOSE MOTIVATED BY MONEY THE BEST TEACHERS?

Three Kinds of Teachers and 3 R’s of Teaching – Reward Recognition Respect

There are three kinds of Teachers:

1. Reward Oriented 

2. Recognition Seeking 

3. Respect Winning

Let us reflect a bit on each of the above types of teachers.

REWARD ORIENTED TEACHERS

In the first category are those who teach for Reward. 

For them – teaching is like any other job – a profession rather than a passion – a means of earning their livelihood. 

They believe that if they teach ‘X’ number of hours – they are entitled ‘Y’ salary. 

For any extra teaching load – they expect what the industry bluntly calls overtime – and for which academics use euphemisms like honorarium etc.

RECOGNITION SEEKING TEACHERS

Then there are teachers who are obsessed with Recognition. 

They strive for awards, titles, designations, positions, peer recognition, publishing papers, honours, fellowships – being recognised is all about fame. 

Recognition is not so much about getting credit as it is about being appreciated.

RESPECT WINNING TEACHERS

The highest category of teachers are those who win Respect – respect of their students, respect of their colleagues in the teaching fraternity and respect of society. 

For them respect is one of the most critical dimensions of their life. 

Respect Winning Teachers are passionate about teaching and they are loved by their students on whom they make a lasting impression.

In Which Category is Your Teacher...?

So – Dear Reader – the next time you see a teacher – observe carefully – and try to analyse in which category he or she belongs – reward, recognition or respect.

A Teacher who strives to win respect will always be more student-centric, stakeholder conscious and effective – than Teachers who are greedy for rewards or yearning for recognition.

Are You a Teacher...?

If you are a teacher yourself – please close your eyes and introspect – and see for yourself where you belong – and truthfully assess whether your metier is in teaching.  

It is quite simple.

After you finish a lecture ask yourself six questions:

1. Is the lecture something you feel you have done well...?

2. Do you feel you teach well...?

3. Did you enjoy delivering the lecture...?

4. Do you enjoy teaching...?

5. Did you feel proud of the way you delivered the lecture...?

6. Do you feel proud of the fact that you are a teacher or would you rather be someone else...?

If the answers to all the six questions is YES – you know you are in the right place. 

So – Happy Teaching. 

Whether you are a Teacher – or a Student – or a Parent – don't forget the Three R’s of Teaching (Reward Recognition Respect)

EPILOGUE

So we have debunked the two myths of teaching – haven’t we?

Am I a good teacher? 

Have I won the respect of my students? 

Well, looking back at my teaching years, I trust I have succeeded in achieving this, and yes, I have been a good teacher.

Every time a course or training program ends, I feel a sense of pride tinged with nostalgic sadness as my protégés “fly” off to conquer great heights of success in their careers. 

It is indeed a delightful and unmatched experience to mentor young bright minds, to see them flower, blossom, bloom and flourish before your own eyes, observe them metamorphose from students into professionals.

I love being in the company of young talented people, full of zeal and enthusiasm, with a zest for living and a passion for learning. 

It makes me feel good and youthful, and as always – I “learn” more than I “teach”.

I feel sad, wanting to hold them back, not wanting to part – but I know I have to let them go to their destinies.

My dear students – as I watch you with pride in my heart, swiftly fly away, soaring high above me in the sky, vanish into the distance – to all my dear students – I will always bless you and sincerely wish you from the bottom of my heart: GODSPEED.

Godspeed – a wish for a prosperous journey and good fortune, my dear young friends, as you embark upon your first career, a new phase of your life.

Let me end with one of my favourite sayings – a quote from Indira Gandhi:

My grandfather once told me that there were two kinds of people:

1. Those who do the work 

and 

2. Those who take the credit

He told me to try to be in the first group – as there was much less competition over there. 

VIKRAM KARVE

Copyright © Vikram Karve 
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work. 
© vikram karve., all rights reserved. 

This was written during my teaching days as a Professor at IAT Pune – and have I posted it online in my blogs a number of times including at urls: http://karvediat.blogspot.in/2011/11/what-makes-good-teacher-myth-and.html  and http://vikramkarve.typepad.com/blog/2011/05/what-makes-a-good-teacher-the-two-myths.html etc