Higher Education in Spatial Information Industry: A case for promoting mutual interest in geography at University level

Higher Education in Spatial Information Industry:
A case for promoting mutual interest in geography at University level

Seema M. Parihar
Reader in Geography, Kirori Mal College
University of Delhi.
parihars@vsnl.com

("I (Demers, 1999)¹ invite all of you to become geographers, if not by vocation then by avocation. GIS is about thinking geographically. Beyond being an essential component of GIS, geography also opens new avenues of examining and analyzing the world around us. More importantly, it provides us with totally new appreciation of everyday life and the environment in which we live it".)

India has one of the largest `Higher Education Systems in the world'. As on October 1, 2001 there were 237 Universities, 46 Deemed Universities, 3.31 lakhs Teachers, 10,600 Colleges and as many as 70.78 lakhs Students in India (UGC, 2001)² . But even with this magnitude of strength and efficacy it is now at crossroads. The road that began in 1857, when Universities were started in three Presidency towns is still trapped in merit/ non-merit categorisation debate. A discussion paper entitled `Government subsidies in India' declared higher education as a `non-merit good'³. Non-merit goods are not deemed worthy of government subsidy: as the discussion paper puts it, "subsidies are advocated when the social benefits of a particular service or commodity are greater than the sum of private benefits to the consumers"⁴. The key question this paper aims to address is - What is, or what should be the role of Higher Education within Spatial Information Industry (SII) through Universities and Colleges or vice versa? In fact, should and can they in this respect have a significant role at all and if so, what this role should be? Can unexplored territory of Geography Department be explored by SII? Spatial Information Industry in this paper need to be understood as any type of industry that directly or indirectly relies on spatial information. Another key word, higher education mainly refers to general education and not professional education and in most instances it refers to geography education in University and colleges. . It further aims to elaborate the ways and means by which students and faculty of Geography in University and Colleges together can maximize benefits for both academic institutes and SII and at the same time society through mutual interactions. When `Globalism' and `internationalism' are used in the context of Higher education⁵ can Geography Departments remain divorced from industry? Set-up? The present paper is organized in four sections. The first section explores the reasons for SII to be interested in Geography Departments in University and College level. The second section presents the essence for collaborating SII with Geography Departments amidst changing societal needs and state funding. The third section illustrates the reasons that stop industry in making use of already existing spatial knowledge base with strong theoretical foundation in Indian Universities and Colleges. The final section enunciates the future line of action for mutual interactions.

Gains for Spatial Information Industry (SII)
A nation's wealth of spatial data is vast and of increasing use to developers and planners at all levels of operation in both the public and private sectors. Geographers with inherent Cartography skills and additional acquisition of spatial tools like GIS and Remote Sensing prepares a fertile ground for SII to explore.

A New Spatial Paradigm
The Spatial reasoning has undergone a shift with convergence of the discipline of geography and IT. With GIS parenting many recombinants and having siblings such as Photogrammatery, Remote Sensing, Geospatial Resource Management, Positional Tracking, Car Navigation System and others⁶ there has been a mind-expanding paradigm shift in how we perceive, handle and employ maps. There has been a shift from product- focus to a utility-focus in our map dealings. No longer is it what a map contains, but how "that map combined with this map and eye of a newt can produce what we really need". GIS interactions have expanded the processes and procedures of manipulating maps and in turn enhanced spatial reasoning. There has been a radical departure from descriptive mapping to prescriptive mapping - serving as data in determining appropriate management actions. New spatial paradigm has evolved with an appreciation that maps are data - numbers first and pictures later. They tell us where it is (inventory), and they provide insight into how it could be (analysis). In this context map analysis has become as an emerging discipline, recognizing fundamental map analysis operations independent of specific applications. GIS is used as a decision support system.

Status of Spatial Reasoning in Higher Education
Spatial reasoning involves innumerable queries. They range from inventory related (data) to analysis related (understanding) as identified by their function and approach. Of all the disciplines that directly adorn spatial perspective are Geography and Geology. However innumerable other disciplines like management, economics, botany, zoology, etc also subscribe to spatial reasoning. Table 1 illustrates the spatial queries that many disciplines in higher education not only teach at undergraduate and post graduate level but also produce research work at both Pre-Doctoral and Doctorate Level.

TABLE 1: Spatial Information that already has a place in University and Colleges

SPATIAL QUERIES	FUNCTION	APPROACH	Do you study this in University Departments & colleges?
Can you map that?	Mapping	Inventory	Yes, at all levels of teaching : Graduate Post graduate Pre Doctoral Doctoral (Geography , Geology , Architecture Departments)
Where is what?	Management	Information	Yes, at all levels of teaching : Graduate Post graduate Pre Doctoral Doctoral (Geography ,Geology ,Economics, Commerce, Management Departments, etc)
Where has it changed?	Temporal	Information	Yes, at all levels of teaching : Graduate Post graduate Pre Doctoral Doctoral (Geography, Geology, Economics, botany, Management, etc.)
What relationships exist?	Spatial	Information	Yes, at all levels of teaching : Graduate Post graduate Pre Doctoral Doctoral (Geography, Geology, Economics, Botany, Management, etc.)
Where is it best?	Suitability	Understanding	Yes, at all levels of teaching : Graduate Post graduate Pre Doctoral Doctoral (Geography, Geology, Economics, botany, Management, etc.)
What affects what?	System	Understanding	Yes, at all levels of teaching : Graduate Post graduate Pre Doctoral Doctoral (Geography, Geology, zoology, botany, Management, etc.)
What if…?	Simulation	Analysis	Yes, at following levels of teaching : Pre Doctoral Doctoral (Geography, Geology, Economics, botany, Management, etc.)

Geography Departments and Teaching of Spatial Paradigm
Indian Geography though not very old in the global context has traveled fairly long distance so far since its emergence with the establishment of first ever University Department in Aligarh University in 1927. Due to inherent spatial nature of the discipline, all teachings and researches have revolved around Spatial Paradigm. Spatial coverage centering round the various centers of geographical studies, has been wide ranging from national through regional and state to different micro unit level, although micro-area specific areas have been the dominant order due to obvious factors.⁷ Sinha's compendium of about 4500 research papers, written by around 5500 geographers, provides a veritable base for our understanding of research trends in Geography. ⁸Gosal, observed that an examination of the overall performance of Indian Geography brings one to an encouraging conclusion that it has come a long way in establishing its place among the sciences dealing with reality and that it is making a regular progress in various directions.⁹ Even in finding solutions for environmental problems the discipline do not lags behind. Innumerable researches produced in various Geography departments are a proof to that. In Raza's words, "the science of geography is the only discipline which has unique capability of integrating ecology and development".¹⁰ Its theoretical foundations are much stronger today than anytime in the past. Its theories and models are now being increasingly used not only by geographers but other social and natural scientists.

Moreover, cartography¹¹, foundation of SII is an integrated part of the syllabi offered in one and all Geography Departments. It is religiously taught in both colleges and Universities in India. Theoretical foundations are strongly laid. Since 1960's with the availability of digital computers, even Computer Assisted Cartography and Geographic Information System is slowly making inroads¹². Teaching of both the conceptual methods for spatial analysis and the actual possibility for quantitative thematic mapping and spatial analysis is a part of new geography syllabus. All stages of cartographic design, is all duly taught in geography. In the designing process main decision regarding the type of map, its utility and the purpose for which it is to be created are all part of geography curriculum. Both undergraduate and postgraduate students very deftly produce even the output in the form of thematic atlases. All basic elements of map design: title and sub-title, map legend, map scale, graticules, map symbols, credits, etc. are well understood by geography students. They understand that designing is the point where all the factors are brought together and is not simply a single operation that takes place between compilation or the assembly of data, and the technical execution of the map. Generalization and symbolization, both levels of map design become inherent in a geographer's knowledge domain. Philosophical objective (why?), cartometric evaluation (when?) and geometric and attribute transformation (how?) falls in the learning domain of geography research students. Good students naturally become conversant in relating observations of geographic space to models of geographic phenomena. Theoretical foundations are also laid in both graphic and conceptual generalization. Rationale for simplification, enlargement, displacement, merging and selection of spatial information is well grasped. Symbolization is well reasoned out. Information encoding and use of contrast values, an important ground principle for designing is well absorbed. Computer Cartography, Remote Sensing and GIS and respective graphic output however is still at incipient stage due to innumerable reasons.¹³ A visible difference is observed between the geography departments placed under the faculty of sciences in some universities and others covered by the faculties of arts and social sciences. In later case, funds may not be available even for purchase of maps.¹⁴ But, nonetheless differentiating between more or less important objects, arranging them hierarchically and finding differences between different data categories all are dexterously done by innumerable researches done in various fields in geography. Urban and regional planning, rural development, agricultural geography, geomorphology and environmental geography are most favored fields of research in Indian Geography. Organization of space in Geography research is further strengthened by an easy access to spatial data from all three platforms (space, air and ground) with better resolution and emerging tools (GIS) and spatial methodologies.

SII and Geography Departments
Vaidyanathan¹⁵ raises a pertinent question: who comes to the geographer for advice or consultancy? None! Why is the so? In spite of our strengths, either we do not have anything worthwhile to offer, or we are very poor salesmen, not bothered about convincing the community of our worth. However, this situation needs to be changed. As explained above, the gains for SII are innumerable. Though at present these are not recognised in clear terms by SII, scope for mutual interaction cannot be ignored. Albeit, many a times with common agenda for producing spatial diagnoses for innumerable physical and human problems the mutual interaction cannot be ignored. Although benefits are much more difficult to determine, but can generally be categorized as gaining access to:

Existing spatial knowledge base with inherent strong foundation in spatial reasoning;
Existing trained/ semi- trained manpower constituted by faculty and students;
Established educational system with recognised degrees; and
Better outside image with more humane touch.

Gains for Higher Education
Can Universities remain immune from interacting with private sector and that too at a time when it is facing financial strain. The interaction cannot be ignored further. A time has come when a real progress in teaching, research, and profession should be unearthed by assessing our limitations and strengthening our competence. This is directly related to the kind of students we attract and train. Good students will join the subjects only if they see job prospects in it. Job opportunities will be generated only if geography is developed as a professional field. The hard reality is that introduction of professionalism becomes a casualty even before its inception. For instance, courses related to areal photo-interpretation, remote sensing, computer cartography, GIS have been there now for many years in different Geography Departments, but their nature has remained mainly theoretical. The reason in the past and even in present from shying for making them applied/practical is locked amidst innumerable hurdles- financial and otherwise¹⁶ . As for instance, even in 2002 when 10 colleges (Table2) offering B.A. (Hons.) in Geography are gearing for introducing applied course (Table 3) in their final year of teaching from May, 2002 the shadows of its failure are looming and felt by one and all concerned teachers. Even the modest cost of Rs. 10 Lac for initiating the course is being felt difficult to accrue within college and University set-up. Even sustained motivation does not appear to be a key at this stage. Real solution lies somewhere else - may be from external agencies through mutual interactions.

Table 2: Colleges Offering B.A. (Hon.) Geography in University of Delhi

Name of the College

North Campus

Kirori Mal College
Miranda House
Shivaji College
Bhim Rao Ambedkar College
Shraddanand College
South Campus
Dayal Singh College
Kamala Nehru College
Bhagat Singh (Morning)
Bhagat Singh (Evening)
Outside India
Bhutan

Table 3: Syllabus of Paper XII: Remote Sensing, Computers and GIS (to be introduced in July, 2002)

Detail of Section `A' (Theory)

Remote Sensing: Definition, history, platforms and types.
Areal Photo-Interpretation: Geometry of Aerial Photographs, elements of photo interpretation, interpretation techniques in land cover, land-use and settlements
Satellite Remote Sensing: Physical basis-electromagnetic radiation and its interaction with earth surface and atmosphere (vegetation, soil, water and cloud); components - direct and indirect; satellites and sensors (IRS, Landsat, Spot and IKONOS)
Computers and GIS: Components of Computers-hardware and software; GIS Definition, database for GIS (sources, structure and linkages of spatial and non-spatial data); automatic thematic linkages and design.
Application of Remote Sensing and GIS in Geography.

Detail of Section `B' (Practical)
Aerial Photo Interpretation: Annotation of aerial photographs, orientation of stereo model under stereoscope; calculation of photoscale; preparation of Image Interpretation Keys.
Satellite Remote Sensing : Referencing and Layout keys to image interpretation; identification, delineation and interpretation of land cover, land-use and settlement from RS Data
GIS: Exercises on PC Based GIS Software; Raster-Vector Transformation; Overlay Analysis; Buffer Analysis and 3-Dimensional Models

Funding of Higher Education
Everywhere in the world public funding of Higher education is inadequate, in decline and likely to decline further, at least in per capita terms. In today's India almost all of the grant come from University Grant Commission (UGC) . It allocates and disburses full maintenance and development grants to all Central Universities, Colleges affiliated to Delhi and Banaras Hindu Universities and some of the institutions accorded the status of `Deemed to Universities', State Universities, Colleges and other Institutions of higher education, receive support only from the Plan grant for development schemes. Besides it provides financial assistance to Universities and Colleges under various schemes/programmes for promoting relevance, quality and excellence as also promoting the role of social change by the Universities. The detail of the grants provided by the Government to UGC during the both under Plan and Non-Plan are given in table 4. It illustrates the decline in Non-Plan grant by more than 40% from 1998-1999 to 1999-00. Not only this non-merit good classification of Higher education further complicates the state funding¹⁸ . AIU president S. Rippoche expresses this very grave concern that "in coming years, government support to higher education would be steadily and grossly reduced", leaving the higher education sector to "take care of itself ".¹⁹ The democratic pressures that induce governments to expand Higher education are the same pressures that discourage government from paying for it, at adequate levels. The citizens who claims access to higher education is also the taxpayer who in the government's eyes is unwilling to pay for it through general taxation.

Table 4: Plan and Non Plan Grant accrued by UGC from Government
Rs in Crores (1 crore = 10 million)

Year	Plan	Non-Plan
1992-93	137.14	308.09
1993-94	141.50	336.95
1994-95	234.20	345.59
1995-96	207.77	450.82
1996-97	201.50	465.00
1997-98	352.20	545.00
1998-99	260.35	1009.00
1999-2000	380.00	640.00

Source: UGC Higher Edu.htm, p.2.

The government's response to funding crisis vary from country to country: Whereas, for some -to permit a private, fee based university sector to grow along side the public sector appears a solution, for others retaining higher education with public sector but asking students to meet a proportion of the cost themselves becomes an ideal solution. However for some, a mixture of private and public universities appears best. Allowing home provisions to deteriorate like in Greece and exporting students to systems abroad appears to be an incorrect option for large countries.

A hope in Indian set-up for Geography departments lies partly within SII. It rest on a premise that Departments can raise funds from the private sector from research commissions, patents, licenses, royalties, training and other forms of knowledge transfer. But experiences like this have generated only marginal funds. Nevertheless it appears an ideal solution combined with funds from UGC, ICSSR, DST and Private. Infrastructure for teaching and research - libraries, GIS and Remote sensing laboratories too can be developed in the process. Also it may allow present Higher Education to stand on its own in the presence of World Trade Organization (WTO) Agreement where foreign institutions will make inroads in the higher education sector by providing alternative learning opportunities leading to award of degrees of their universities. Although benefits are much more difficult to determine, but can generally be categorized as follows:

Face -lift of geography as a discipline;
Increasing efficiency in teaching methodologies;
Improving infrastructure for teaching, research and profession
Faculty and student's expertise and services transactions in GIS and related fields between Geography Department and other organization.
Exposure to real-time decisions and solutions in spatial analysis and visualization
Streamlined organization with improved communication
Better outside image and improved morale.

Geography Departments: Unexplored territory by SII
The revolutionary technologies in communication and transport that have underpinned the globalization of trade, though invisible have affected Higher Education. Geography Departments too cannot remain immune to the globalization of production, distribution and consumption. It is against such a background, XIX Geography Congress held at Thiruvanthapuram during December 29-31 ,1997 constituted a Task Force (Indian Geography- Past, Present and Future) with Professor Gopal Krishan as Convener, Professor H.N. Sharma and Professor P.S. Tiwari as its members²⁰ .

However, Spatial Information Industry still is not in a mood to explore the Geography Departments - both faculty and students together. Despite an availability of ready-made territory with an apparent potential in mapping and spatial analysis they are not being touched. The mismatch visibly occurs due to conflicting agendas of Universities and industries.

Clash of Objectives between University and Industry: University set-up thrives on ethical principles and right value orientation, so vital for ensuring quality in all educational endeavors. Human relations - be they personal or professional are not reduced to zero sum games. It exemplifies that the success of a nation is going to depend on integrity and other qualities of character that students will continue to develop and demonstrate over the years ahead. The true measure of content is to be able to be content, even proud, that you succeeded through your own endeavors without leaving a trail of casualties in your wake. Albeit industries with profit making as their goal may at times appear to succeed in a material way by cutting corners and manipulate associates both in their professional and in their personal lives.
Inflexible course structure: The widespread impression is that unlike professional education courses the general education courses have failed to keep pace with changes that are taking place in the world of work. The courses offered by the general education colleges are determined by traditional mindset and have continued to remain inflexible. Industry complains that they are not able to exercise choice in selecting the course work in which they wish to get attached. Besides, their requirements are continually changing because this sector has to keep pace with its global competitors. Whereas, in University set-up syllabus formulation is a long drawn procedure²¹ .
Academic Freedom in University set-up: The hidden agenda has no place. The kingpins of an institution are its teachers. If in an institution good teachers have joined teaching profession, it is because they value academic freedom, enjoy teaching learning and have made pursuance of excellence their mission. The quality automatically follows. Scope for being dictated by other's agenda just does not exist.
Mindset on classical academic research: All researches in the Universities are for a purpose of higher degree with a scope of it being published in reputed academic journal. Other researches are not appreciated.
Different sources of motivation: In institutions of higher learning that are highly rated, teachers set their own goals and drive themselves with self-discipline for performing at the peak of their capability. The sources of their motivation may be self-determined goals, peer appreciation, publishing articles in journal of repute, invitations for sharing their research work in conferences and etc. and not the desire for obtaining worldly gains such as rapid promotion in service or position of authority.
Academic Needs and Infrastructure: Presence of high caliber teachers alone is not sufficient for ensuring SII to approach them. They would require support of infrastructure such as a good library, GIS laboratories equipped with modern facilities essential for carrying out teaching and research at international standards and more than these a sympathetic understanding of their academic needs by administration. Since their state is dismal in university and colleges, long drawn cost-benefit analysis becomes imperative before taking a decision by industry.
Tolerance for inexperience: University is a training ground for all students. The tolerance and patience of faculty reduces the gap between slow and fast learners. However, in maximizing returns, such fallout is not appreciated by industries. The private sector employs only those who possess skills and competencies required by it Consequently they wish to involve only the best ones in their projects. Such discrimination has no place in the University set-up.
Movement of Students:In all academic programs offered by Universities, the stay of students is time bound and depends on the course structure offered. A new student replaces the old and curriculum continues. Thus, regular change in students in the same class make industry shies of in-training manpower for their ends.
Definition of Competition: Private sector place primary or exclusive emphasis on results, outcomes and performance rather than measuring effort or progress. Competitiveness relies heavily on quantitative measures or indicators, rather than only on the opinions or judgements of individuals. However in academic institutes, the highest competitor is he, who receives material success without exploiting others. The true measure of a career is to be able to content, even proud, that you succeeded through your own endeavors without leaving causalities in your wake.

Challenges: Future Line of Action
What is the required paradigm shift? Perhaps the answer may be found from the experience of the manufacturing sector. It is also struggling to remain competitive when foreign countries have flooded the domestic market with goods and services. The key to meeting this challenge is to ensure quality assurance that too cost effectively and remain globally competitive. Therefore we have to learn from management experts how to ensure quality in the education sector, its sustenance and enhancement. There are many intermediary solutions both in theory and practice. Rarely if ever one of the above extreme positions will be defended and implemented: no role at all of the central authorities or on the contrary, dominating and if not an exclusive role from them. The real question then becomes what role, however small or large, should central authorities have and what policies concerning central universities should they pursue?

The role relates two broad potential aims of central intervention support and incentives concerning the assistance to; quality control and some coordination of individual and institutional initiatives, including if necessary, an improved information of the public (students in particular) on the available opportunities and offers. Both support and incentives- can of course be achieved through several means. The most obvious is the financial support grants for the necessary equipment (computers, internet connections, necessary software and the like) but also cost of expert advice and even part of the management costs of scholarships for participants in the new related schemes.

At the same time, a caution needs to be taken against industry sector too. In some/most cases it treats education as a service sector. It is changing student's (consumer) expectations. They are bringing to higher education exactly the same consumer expectations that they have for every other commercial enterprise with which they deal.²² This is also evident in most offered distance education programs.²³ Whether they do assure, let alone enhance, quality standards depend on the process by which implementation takes place.

Tasks ahead for Geography Departments
We must also acknowledge that there are challenges before the education system particularly the higher education system and we must make important choices. History has taught us that choices cannot be deferred; actions or inaction makes them. In order to make geography teaching and research more effective in the country, a number of steps need to be taken in the near future²⁴ .

The primary aim of Indian Geography should be to contribute substantially to the welfare of Indian Society. It should bring into light the inequable socio-economic topography right from the village to the metropolis level anti focus on the socio[spatial dialectics prevalent in different parts of the country. Without such a utilitarian approach the relevance of Indian geography to our society will be minimal and it will not be able to contribute to both national and regional development of the country.
Indian geographical works should be done adhering to a critical social theory based on ground realities. Work based on such social realities with appreciation of regional specificity will only be academically sustainable and have practical relevance.]
The priority areas of research towards the above objectives should be both from physical and human geography. The work must have strong theoretical basis, and wherever necessary should follow an integrative approach to make them more useful to the society. Priority areas of research for the immediate future may be taken up as follows.
Geomorphological studies correlating natural hazards with human problems.
Climatological and bio-geographical studies analysing their relationship with human activities
Population growth and immigration studies focussing their impact on demographic balance and environmental situation.
Socio-economic issues: inequalities in educational opportunities and infrastructure facilities gender inequality. Etc
Urban and rural studies : agricultural and land use studies, land inequality, etc.
Studies on economic development, regional disparities, regional geographic analysis and environment
Strengthening of theoretical and methodological bases in geographic al studies.
To implement all above, mutual interaction with SII appears to be the best option.

Table 5: Central Universities with scope for Interaction with SII

Name of the University	Established Year	Name of the University	Established Year
Banaras Hindu University,Varanasi	1916	Jamia Millia Islamia	1988(Deemed Univ. 1962)
Aligarh Muslim Univ. Aligarh	1920	Assam University	1994
University of Delhi www.du.ac.in	1922	Nagaland University	19 94
Jawahar Lal Nehru University www.jnu.ac.in	1969	Tezpur University	1994
North-Eastern Hill University	1973	Babasaheb Bhim Rao Ambedkar Univ, Lucknow	1994
Univ. of Hyderabad	1974	Mahatma GandhiAnntarrashtriya Hindi Vishvidhalya	1997
IGNOU www.gnou.edu	1985	Maulana Azad National Urdu University	1998

Tasks ahead for Setting up the Process of Mutual Interaction
Figure 1 shows the general flow of the decision -making process as it proceeds from step1 to step 6. In the first step, both Geography departments in Universities and colleges and SII have to decide on the general goals of the organization. SII- University interactions that does not reflect understanding of the overall goals of Higher Education, normally will not be accepted by University. The next task (step 2) is to determine what mutual interaction is meant to do. This is often difficult for those departments, whose interest in SII may stem from high profile of SII. Concurrent with determining goals is an analysis of the limitation of development (Step 1.1). These limitations might include the budget allocated for start up and continued support, the amount of time available for mutual interaction and cost of project data and hardware. It is important to separate out each constraint according to whether it is monetary, time related or related to modeling needs. When step 2 is complete we move to step 3, the comparison of University and SII agenda with their respective limitations. Only when the budget, time and data availability suggests the interaction, then and only then should the interaction continue. The next steps are in direct response to the results of the comparison of the requirements and constraints. The redefinition of the SII-University interaction may call for a certain amount of conflict resolution as the requirements of the system are balanced against the constraints to determine the feasibility of mutual interaction. Step 4 follows with cost-benefit analysis. First the costs are evaluated: data purchase; hardware, software and, maintenance, personnel, training, input, space, sharing of the gains between SII and University Department, and many more. The costs should also be separated into start-up and long-term operational costs. Although the use of Cost -benefit analysis may provide some financial basis for a decision, it is rarely the final determinant. It is only when philosophical agenda of both University and SII will be mutually accepted and adhered to (step 6) that the implementations process can go ahead. SII can explore not only well established Central Universities, (Table 5), but also all Deemed Universities and Colleges.

Figure 1: Setting up the process for Geography and SII Interaction: Decision model showing how the initial model moves from step to step on the basis of a series of decisions to continue or stop the introduction of SII into a University set-up. It is based on Marble (1994)²⁵

Conclusion
The traditional autonomy, tranquility and trust enjoyed by the academia in present scenario is at crossroads The need of the hour is to give a fresh look to the higher education and introduce needful changes. This alone will restore confidence in the ability of the state universities and colleges for education relevant to the present context and that too cost effectively. It is hoped that all geography departments may become entrepreneurial departments amidst university-set-up with an aim towards becoming socially relevant through academic enterpreneurship. A vision lies within mutual interaction between universities (Geography Departments) and industry sector(SII). Besides, industry too has some societal goals. They need to understand and appreciate that highly educated population reaps extensive economic, cultural and civic benefits for the nation and they have a role to play in achieving this. Whether they do assure, let alone enhance, quality standards, is a moot point.

Acknowledgements
I wish to acknowledge Ms Sucharita Mookherjee , Mr Bal Krishna, Dr P.K Parihar, Dr Bhim Sen Singh, Dr. Badri Raina, Dr Rakesh Pandey, Dr Tazeen Mahmood and many of my students for sharing their views on the issue

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