TRACER STUDY
Introduction This introduction section includes brief
introduction of the Asian Institute of Technology with its three
schools and two satellite centers, a chronology of tracer studies
in AIT, and tracer study of AIT graduates with Norwegian
scholarship. 1.1Asian Institute of Technology
The Asian Institute of Technology (AIT), as an autonomous,
international, postgraduate institution was established in 1959 to
help meet the growing need for advanced education in Asia. Three
schools, and the AIT Center in Vietnam, provide advanced education,
training and research in the areas of engineering; environment and
development; and management, to meet the needs of private and
public sectors. For more than five decades, AIT has been an active
partner in the promotion of technological change and development in
the Asia-Pacific region. AIT today has graduated more than 16,000
graduates from more than 80 countries, and currently has an
enrollment of over 1,800 full time students tutored by an
international team of faculty and staff drawn from all over the
world. English is the medium of instruction and written work, as
well as the official administrative language. The brief
introduction of the three schools and two satellite centers is
presented hereunder.1.1.1School of Environment, Resources and
Development
The School of Environment, Resources, and Development (SERD) is
committed to play a leadership role in the provision of excellent
academic, research and outreach programme that are relevant to the
region. Through its academic programmes and outreach units, SERD,
AITs largest school, has been working towards capacity building and
human resources development in the areas of environment and
resources management, poverty alleviation and socio-economic/gender
development. SERD mission is to respond to regional needs by
mobilizing and enhancing capacities for socially, economically and
environmentally sound development in partnership with the public
and private sectors. The school follows an interdisciplinary
approach that integrates the technological, natural and social
sciences. The academic programs of SERD are designed to be
responsive to the regional needs in poverty Reduction,
Environmental Protection and Sustainable Development. They are
categorized into three academic thrusts, namely: Bioresources,
Environment and Energy and development studies, and comprising of
the following fields of study:1. Agricultural Systems and
Engineering
2. Aquaculture and Aquatic Resource Management
3. Food Engineering and Bioprocess Technology4. Energy
5. Environmental Engineering and Management
6. Pulp and Paper Technology
7. Gender and Development Studies
8. Natural Resources Management
9. Regional and Rural Development Planning
10. Urban Environmental Management.
1.1.2School of Engineering and TechnologySchool of Engineering
and Technology (SET) is the synergistic integration in November
2005 of the two former Schools, namely, the School of Civil
Engineering (SCE) and the School of Advanced Technologies (SAT).
Historically, these two schools came into existence only in January
1993 when the Institute reorganized the need to reform its academic
structure from smaller-sized units called "Divisions" to larger
bodies named "Schools". The School of Civil Engineering (SCE)
represents the legacy of AIT when it was established with a single
field of study in Hydraulics Engineering. Subsequently, other civil
engineering fields of study were launched to assist the recovery
from the ravages of the Second World War. SCE emphasized on a
learning process that combines theoretical problem-solving and real
life application of engineering principles. Its research
orientation was outward-looking, addressing the actual and
anticipated needs of the built environment. The School of Advanced
Technologies (SAT) consisted of fields of study that were launched
in response to the needs of the regional industrialization in the
second and third decades of AIT's existence. The School was
committed to being international, multidisciplinary centers of
excellence in Information, Communications, Industrial Systems, and
Space Technologies through education, research and outreach.
SET amalgamating SCE and SAT is striving to create synergies
between the activities of the two former schools to build up
world-class multidisciplinary and cross-disciplinary education,
research and outreach activities across the boundaries of
traditional fields of knowledge. More interdisciplinary programs
are being launched so faculty members can work effectively across
the disciplinary walls. The new school is enhancing its academic
portfolio by emphatically injecting the "5I" features namely
internationality, innovation, integration, information technology
and industrial partnership. SET is comprised of the three broad
groups and several fields of studies which are listed hereunder.
The Civil and Infrastructure Engineering group includes the
following field of studies:
1. Construction, Engineering and Infrastructure Management
(CEIM)
2. Geotechnical and Geoenvironmental Engineering (GTE)
3. Geosystem Exploration and Petroleum GeoEngineering (GEPG)
4. Structural Engineering (STE)
5. Transportation Engineering (TRE)
6. Water Engineering and Management (WEM) The Industrial Systems
Engineering (ISE) group is comprised of the following field of
studies:
1. Mechatronics (MEC)
2. Microelectronics (MIC)
3. Industrial and Manufacturing Engineering (IME)
The fields in the Information and Communications group are: 1.
Computer Science (CS)
2. Information Management (IM)
3. Remote Sensing and Geographic Information Systems
(RS-GIS)
4. Telecommunications (TC)
1.1.3School of Management
The School of Management (SOM) has academic programs which are
of international standard and are adapted to the needs and
challenges of the economies in an increasingly competitive region.
SOM offers MBA, PhD, Executive MBA and DBA Programs. All academic
programs are conducted in English. The MBA Program encourages
participative learning and use a variety of interactive learning
methodologies. Programs are designed for students to learn latest
management concepts, techniques and tools, but more importantly, to
develop skills and attitude of listening and understanding others,
holistic thinking, collective decision making, leading by example,
communicating, negotiating, and being sensitive to societal
concerns. SOM provides exceptional individuals with a supportive
environment in which they can develop their skills and aptitudes,
helping them to reach their professional goals and to serve the
interests of countries in the Asia-Pacific region. The curriculum
is necessarily interdisciplinary, integrating as it consists
elements from engineering, economics, social psychology and
management fields. It is structured in such a way as to include the
integrated components of the school required courses, electives or
focus courses, and/or an MBA Project or Research Study.
There are three distinct Executive MBA Programs - EMBA in
Bangkok, EMBA - Human Resources Management (EMBA-HRM) and
International EMBA (iEMBA) in Vietnam. The three EMBA programs have
different segmentation and cater to management context of each
segment. All the EMBA programs are of equal value and quality
aiming at different target groups. SOM offers two distinct doctoral
programs - PhD and DBA. The PhD program focuses on research work
embedded in theories from social sciences and humanities, and
prepares students for teaching and research-related jobs. DBA is a
professional doctorate program, where the research is rooted in the
context of professional practice making a significant contribution
to management practice, policy or strategy. The two programs have
different segmentation and cater to research context of each
segment. Both programs are of equal value and quality aiming at
different target groups. Both involve the development of
substantial standard research work.1.1.4 AIT Satellite Center in
Vietnam and IndonesiaIt was in 1993 when AIT Center in Vietnam
(AITCV) was established in Hanoi, Vietnam then it has been gaining
appreciation and supports. Now it is well-structured in operation
and is widely recognized. Flexibility and continuous search for
innovation and creativity characterize AITCV. It serves as a bridge
between the University, Society and Industry. And this forms the
essence of our vision: to be an international gateway for
technology transfer supporting national development, education and
outreach activities to achieve the best efficiency, responsiveness
and quality. AITCV activities can be classified by 3 main kinds:1.
Academic programs, including Two-stage Masters, Executive Master,
Professional Masters; International Masters of Advanced Studies,
and Doctoral programs (DBA),2. Short-term training courses
specialized in many fields, including Management and Business,
Environment and Development, Language and Training, Advanced
Technologies, etc. and,3. Consultancy services.It was in mid 2006
when AIT Center in Indonesia (AIT-CI) was established as a
collaborative institution for Human Resource Development located in
Bangdung, Indonesia to facilitate and work on research and
development, consultancy, professional trainings and higher
education program according to Indonesian regulations. AIT-CI was
established based on collaboration between Asian Institute of
Technology (AIT) Thailand and The Government of Indonesia (GOI)
represented by Ministry of Public Works (MPW) Indonesia. AIT-CIhas
clearly mentioned its vision to be the best education institution
in providing the best human resources in regional and international
level. AIT-CI carries out short term mission, namely (1) Spreading
out of science and technology which has been developed by AIT to
support development in Indonesia, especially in the field of
construction industries, (2) Increasing quality of human resources
in Indonesia through professional trainings and higher education
programs such as certificate and diploma programs leading to
master's and doctoral programs, (3) Increasing regional partnership
and collaboration in the field of science and technology,
information management, research and development, training and
education. AIT-CI has already started the dual master degree
program on transportation engineering and management. This program
is tailor made to meet the need of capacity building for the
Directorate General of Highway. It is in collaboration with the
Gadjah Mada University (GMU), Yogyakarta and this program offers
two degrees: a Master of Engineering (M.Eng.) from GMU and a Master
of Science (M.Sc.) from AIT.
1.2Trace Studies in AIT
The tracer study of AIT graduates has been one of the important
research activities in AIT. The first tracer study was done in
1971. The periodic tracing of AIT alumni focuses on updating the
alumni directory and gathering certain information required for the
improvement of AIT curriculum, teaching, research, extension, and
networking. As of January, 2009, altogether 14 AIT Alumni tracer
studies, including this one, Tracer Study of AIT Graduates with
Norwegian Scholarship (2005 to mid 2008) have been conducted. These
all are listed hereunder in chronological order:
1. Enquiry into the Whereabouts of AIT Graduates (unpublished
survey, 1971).
2. Questionnaire to the AIT Graduates (unpublished survey,
1973).
3. Alumni Tracer Study and Employer Survey (covering the years
of graduation from 1961 until 1976; published in 1978).
4. Revised Tracer Study on Alumni from 1976 -1979 and Alumni
Directory 1961 - 1979 (published in 1980).
5. Tracer Study and Directory of Alumni for the Period 1961 -
1981 (published in 1982).
6. Tracer Study 1961 - 1984 Alumni (published in 1985).
7. AIT Alumni 1961 - 1987 Tracer Study (published in 1990).
8. 1990 Alumni Tracer Study (published in 1991)
9. AIT Alumni 1961 - 1990 Employer Study. Interim Report on
Preliminary Findings (published in 1992).
10. AIT Women Graduates Tracer Study, 1961 - 1990 (Asian Women
and Technological Careers, 1992).
11. AIT Alumni Tracer Study (published 1993).
12. Tracer Study of AIT Alumnae and Alumni with German
Scholarship or Fellowship, 1972 - 1999 (published in 2002).
13. Tracer Study: Urban Environmental Management Graduates, 1998
- 2005 (published in 2006).
14. Tracer Study of AIT Graduates with Norwegian Scholarship,
2005 - May 2008 (published in 2009).
1.3Tracer Study of AIT Graduates with Norwegian Scholarship
Alumni tracer studies are the most important vehicle to build
strong bonds between the Alma Mater and the ever-increasing
graduates. This is feasible through two perspectives. From one
perspective, the alumni are the rich source of feedback for
improvements in the course curriculum, teaching, research,
extension, and networking. On the other, the tracer study helps to
measure the extent of professional and academic careers pursued by
the graduates after gaining knowledge and skill through academic
institutions like Asian Institute of Technology (AIT).As of
mid-2008, AIT produced 15,981 alumni with 11,983 males and 3,998
females from 82 countries and territories. Starting from 1971 to
date altogether 14 tracer studies of AIT graduates have been done
in different formats and with different foci. The latest one was
conducted in 2008/09 for the AIT graduates with Norwegian
Scholarship (2003 May 2008), which is most comprehensive and more
scientific since both the parametric and non-parametric statistical
tools are used in data analysis and interpretation. The total
target population was 82 (29 male AIT graduates and 53 female AIT
graduates) belonging to 9 countries of South and Southeast Asia who
have graduated from AIT during 2005 to May 2008. Since female AIT
graduates are far more than male graduates, the gender analyses are
made considering one of the most important aspects of this tracer
study.
1.3.1Objectives 1. To find out the effectiveness and relevance
of AIT degree as a resource and credential for employment/job
placement upon graduation from AIT; employment opportunities for
graduates for both men and women.2. To find out the relevance of
AIT courses/curricula and research to the current job function and
professional development in respective fields, and furthering
academic/scientific pursuits.3. To find out the professional status
and ranks of the AIT graduates in their respective employments.4.
To assess the level of networking among AIT graduates and
recommendations to strengthen the existing network among them.5. To
assess the gender awareness of AIT graduates in their respective
professions.6. To assess the contribution of AIT graduates in the
development of their home countries and of the region; including
contribution to poverty alleviation and to fulfill AITs
mission.1.3.2Organizational Structure of the Tracer Study
The whole report can be divided into the three major parts:
pre-introduction (title page, foreword, preface, acknowledgement,
executive summary, table of contents, list of abbreviations);
appendices (appendix tables, coordination schema, questionnaires,
list of AIT graduates with Norwegian scholarships marked with
respondents and non-respondents with their addresses and contact
details); and main body which is comprised of the following 12
sections:
1 Introduction
2 Research Design
3 AIT Graduates
4 Graduates before Studying at AIT
5 Studies at AIT
6 Feedbacks on Teaching, Research and Services7 Career Decision
and Employments8 Relevancies and Effectiveness
9 Development Activities and Networking10 Partnership and
Suggestions11 Perspectives of Employers and Peers on AIT
Graduates
12 Key Findings and RecommendationsResearch Design
The research design covered two major aspects: conceptual
framework and the entire research process. The conceptual framework
depicts the types and levels of research, survey organization,
followed by data processing and outputs (Figure 2.1). The entire
research process includes different activities to be performed in
terms of survey organization, data collection, data analysis, and
report writing.
Fig. 2.1: Conceptual Framework of the Tracer Study of AIT
Graduates 2003 - 2008
2.1Survey Organization
Organization of the survey included activities related to
preparing coordination schema (Appendix-1); questionnaires for the
AIT graduates, their employers and peers; and updating the alumni
addresses or the contact details. The questionnaire for the AIT
graduates (2005 2008) was developed based on coordination schema
(Appendix 1) which included seven sections, namely, idiographic
data; earlier status (before studying at AIT); feedback on
teaching, research, and services at AIT; career decision
immediately after graduation from AIT; relevancy / effectiveness of
AIT studies in professional career; alumni involved in
developmental activities and networking; and AIT alumni suggestions
for partnership with AIT. Pre-testing of the questionnaires was
followed by a final version of the questionnaires.
In order to get the work done in time, the researcher was fully
assisted by two full time junior researchers (Research Associate
and Research Assistants), two Student Assistants, and some Focal
Persons from the countries with higher number of AIT graduates
(2005 mid 2008). The junior researchers mainly involved in survey
organization, data collection and data entry. Focal Persons and
Student Assistants helped in updating contact details of the target
AIT graduates and also requesting and reminding them to return the
completed questionnaires to AIT.
2.2Data Collection
The data collection is one of most important features of this
tracer study. The population of this tracer study constituted by
the entire AIT graduates between 2005 and mid-2008, which total 82
(M : F = 29 : 53). These graduates are from 9 countries, namely,
Bangladesh, Bhutan, Cambodia, Lao PDR, Myanmar, Nepal, Pakistan,
Sri Lanka, and Vietnam. Considering a census survey, this study
aimed at getting completed questionnaires from all. However,
slightly more than 80 percent of the target respondents returned
their completed questionnaire. Except in the situation where face
to face interview was possible, all the questionnaires developed
for AIT graduates (2005- 2008) were sent by post and email or
requested for the online submission and from the AIT website. A few
employer and peers were directly met by the researcher and enquired
their impression on AIT graduates and AIT itself. Focal Persons
were mobilized to ensure the receipt of questionnaires by each AIT
graduate (2005 - mid 2008) presently living in his or her home
country. In addition, they were requested to send reminders for
filling and sending the completed questionnaires to AIT. The field
visits were made to five countries, namely, Cambodia, Loa PDR,
Vietnam, Sri Lanka, Nepal and Myanmar. The intensive use of local
and international telephone services were made to update contact
details of the target alumni and to request them to return
completed questionnaires. 2.3Data Analysis and Report Writing
The commonly used Statistical Package for Social Science (SPSS),
latest version (16) used to enter and analyze data. Before
venturing into the data analysis, data updating and validating was
done. As per requirements, some intervening variables were
developed for cross-tabulations. Both parametric and non-parametric
statistical tools were used for data analyses. The parametric tools
(such as Means, Standard Deviation, Standard Error, Comparing means
through t-Test and ANOVA) were used when data have the
characteristics of probability and normal distribution
characteristics. The non parametric tools (such as Spearmans rank
correlation coefficient, Chi-square test, Correspondence analysis
and Wilcoxon related sample tests) were used when data have ranking
but no clear numerical interpretation. The analyzed data were
presented into tabular and graphical forms when writing the
reports. The entire tabular or graphical forms were discussed under
different sub-titles such as Idiographic Information, Earlier
Status, Studies at AIT, Feedback on the Quality Standards,
Professional Career, Satisfaction with the AIT Studies, Gender
Issues, Impact, Usefulness, Relevance, Networking, Suggestions for
Improvement, Employers Perspective, and Peers Viewpoint.
2.4Scope and Limitation
The study has a wider scope since it covers cross sectional data
of nine countries from South and Southeast Asian regions. The
target population consisted of substantial number of female (53)
compared to male (29) AIT graduates which provided sufficient
ground for gender analyses on various aspects of AIT education and
Alumnis professional advancements. A full attempt was made to get
the completed questionnaire from all the target AIT graduates,
however, due to time and budget constraints, it was only possible
to get 80.5 percent response rate.
. AIT Graduates3.1 AIT Graduates So far AIT has been able to
celebrate 110 graduation ceremonies and to award altogether 16, 201
academic degrees in terms of Diploma, MBA, MBA (E), M. Eng., M.
Eng. (P), M. Sc., M. Sc. (P), D. Eng., D. Tech. Sc. and Ph. D. as
presented in Figure 3.1. It is evident that M. Eng. degree alone
has been received by more than 50 percent of the total awardees.
These academic degrees were received by the students of 82
countries of Asia, Europe, America and Africa.
Figure 3.1: Total AIT Academic Degrees Awarded as of December
2008
Source: AIT Graduation Book, 110th Graduation, 19 December
2008.3.2 Norwegian Scholarship Recipients: Total and Respondent
GraduatesAs of May 2008, altogether 82 persons received Norwegian
Scholarships who represent two Asia regions and 9 Asian countries.
A large majority (65%) is from South Asia region and its countries,
namely, Bangladesh, Bhutan, Nepal, Pakistan, and Sri Lanka. The
remaining graduates (35%) are from South-east Asia and its
countries, namely, Cambodia, Lao PDR, Myanmar, and Vietnam. This
means the donor has been giving more focus in South Asia for
strengthening academic and research capabilities required for the
sustainable development of this region. When further analysis was
done from the gender perspective it was found that priority was
given to females. Therefore the total 82 graduates who received
Norwegian scholarships comprised by 53 Females (65%) and 29 males
(35%). Out of the total 82 target graduates who received Norwegian
scholarships for their studies in AIT, 66 graduates (80.5%)
submitted the filled questionnaires through email (73%), online
(21%), and personal interview (6%).In terms of percentage, the
overall response rate was found lower from South Asia (74%)
compared to South-east Asia (93%). One of the main reasons is that
many graduates from South Asia have limited access to email
internet services in comparison to the graduates from Southeast
Asia. Except from Cambodia, 100 percent target alumni submitted
their completed questionnaires from Southeast Asian countries.
There was only one target alumnus from Pakistan and he did not
submit despite lot of requests and reminders. The largest response
rate was found from Nepal comparing to other countries in South
Asia. The response rates were also looked from the gender
perspective of responding AIT graduates by their countries. The
higher proportion of male respondents (80%) compared to female
respondents (60%) was found in Bangladesh. Altogether 50% of the
males and 33% of the females submitted their questionnaires from
Bhutan. Out of 6 target AIT graduates (5 males and 1 female) in
Cambodia from where four males (80%) submitted their completed
questionnaires. There were only 2 target AIT graduates in Lao PDR
who were females and both of them submitted their questionnaires.
Likewise there was only one target graduate (female) from Myanmar
who also submitted the completed questionnaire. More proportion of
female respondents (93%) compared to male respondents (86%) was
found in Nepal. Similar trend was found in Sri Lanka as 75 percent
of the target male graduates and 67 percent of the target female
graduates submitted their questionnaires. There were 5 males and 15
Females as the target AIT graduates in Vietnam and all of them
submitted their questionnaires. GraduatesBefore Studying at AIT
Considering very few but important aspects of the AIT graduates
before their studies in AIT; an small attempt was made to inquire
about their last or highest academic degrees, sources of
information on knowing study programs at AIT, job experiences, and
main reason to pursue post graduate studies at AIT. 4.1Academic
Degrees before Studying at AIT
The analyses of the highest or last academic degrees of the
respondent AIT graduates were made and it was found that 74 percent
of them had Bachelor degrees followed by Masters degrees (24%) and
Diploma (2%). Majority of the AIT graduates (53%) had the science
background followed by engineering (28%) and of humanities and
social sciences (20%). It was found that 61 (92%) of the total 66
respondents had got their highest or last academic degrees from
their own countries. Remaining 5 (8%) respondents had received
their last degrees before studying at AIT from other than their own
countries. Among these 5 respondents 3 (60%) were found to be
Nepali Nationals. Among the remaining 2 (40%) respondents, one is
Cambodian who had master degree (ME) from USSR and another one was
Bhutanese with BE from India. Similarly, among the three Nepali,
one had master degree (M. Sc.) from Bangladesh and two had bachelor
degrees (one with BE from India and another with BA from US). The
target AIT graduates were inquired about the main institute or
university from where the highest degrees were obtained. The Khulna
University, Bangladesh Agriculture University, Dhaka University,
Bangladesh University of Engineering and Technology, University of
Chittagong, and University of Rajshahi in Bangladesh; the Royal
University of Bhutan in Bhutan; Royal University of Cambodia in
Cambodia; National University of Laos and Rattana Business
Administration College in Lao PDR; Myanmar Institute of Theology in
Myanmar; Tribhuvan University in Nepal; University of Ruhuna,
University of Jaffna, University of Peradeniya, and University of
Moratuwa in Sri Lanka; and Hue University of Agriculture and
Forestry, Hue University of Sciences; Danag University, Hanoi
University of Sciences, Hanoi National University, Hanoi University
of Technology, Hanoi Medical University, Hanoi University of
Foreign Studies, Hanoi University of Foreign languages, Nha Trang
University of Fisheries, Can Tho University, Transport Development
Strategy Institute, and Water Resources University in Vietnam are
the academic institutions where from Norwegian Scholarship
recipients had got their highest degrees from their respective
countries.
4.2Graduation Year and Field of Specialization
The graduation year for the last degrees of the target alumni
before studying at AIT ranges from 1984 to 2007. However, the
larger number of respondents indicated that they were graduated
mostly during the period of 1997 to 2005. The one who had graduated
in 1984 was come to study in AIT in 2007 at the age of 48
years.
The specialization of the earlier studies before enrolling in
AIT covered various fields such as agriculture, animal science,
aquaculture, fisheries, botany, biotechnology, chemistry,
environmental science, economics, business administration, finance
and banking, transportation, civil engineering, electrical
engineering, environmental engineering, mechanical engineering,
natural resources, forestry, geography, public administration,
public health, leather technology, land management, limnology, and
English language.4.3Knowing about Studies at AITBased on the
multiple responses received from the respondent AIT graduates, one
can easily realize that parents, relatives, and friends are the
largest sources for the studies in AIT. The second largest source
is constituted by the AIT alumni followed by the AIT Homepage,
former university professors, former classmates, advertisement in
television, employer and co-worker, AIT faculty and staff,
university placement office, advertisement through radio and FM,
advertisement in Newspaper and AIT visits. 4.4Work Experiences
before Enrolling in AITOut of the 66 respondent AIT graduates,
eighty-six percent had work experiences ranging from 1 to 23 years.
This means a large majority of the respondent graduates had work
experiences before coming to study in AIT. Out of 56 AIT graduates
with work experiences and 55 of them indicated their main employer
types. 4.5Type of Employer before AITThe Academic and Research
Institutions were providing employment for the highest proportion
(40%) of the respondent AIT graduates before enrolling at AIT.
Similarly 27% of them were employed by their respective Central
Governments followed by International Regional Organization and
Private Sector (11% each), Non-Governmental Organizations (7%) and
Regional or /and Local Government (4%). 4.6Type of Individual Main
Function at Work before AITAs presented in Table 4.1, the highest
proportion (48%) of the respondent AIT graduates who were employed
before enrolling in AIT had involved in project implementation as
individual main function at work followed by Teaching (31%),
Research Analysis / Policy Inputs (29%), Knowledge and Information
Dissemination (23%) and Management function (15%). 4.7Salary and
Level of Job Satisfaction before AIT Sixty-five percent of the
respondent AIT graduates who were employed before enrolling AIT
reported that they were satisfied with the job they belonged. Out
of the total 56 respondent AIT graduates who were employed before
enrolling AIT, 53 of them reported their salary as requested in
range starting from less than 100 US $ per month to more than 3000
US$ per month. However, no one was found getting more than 2000 US$
per month before studying at AIT. Majority (44%) of them was
receiving 100 to 200 US$ per month followed by more than 200 to 500
by 31 percent, less than 100 US$ per month by 15 percent, more than
500 to 1000 by 7 percent, and more than 1000 to 2000 US$ per month
by 2 percent of them (Table 4.2).
The main reasons of pursuing postgraduate studies at AIT were
inquired to the target AIT graduates. The highest proportion of
them (63%) indicated to further enhance their academic career
advancements followed by their professional advancement (54%) and
to enter into a new field as indicated by 8 percent of them (Table
4.3).
Studies at AITFrom the inception AIT has been playing a leading
role in Asia by offering lot of opportunities for postgraduate
studies in several fields of studies under three schools, namely,
SERD, SET, and SOM. The contribution of various donors is enormous
in continuously delivering quality education through AIT. Norway is
one of such donors who provided 82 scholarships in the past five
years (2003 to mid 2008). As presented in Figure 5.1, a vast
majority (94%) of the total Norwegian scholarship recipients (82)
studied in SERD followed by SET (5%) and SOM (1%). The reason is
obvious since Norway has been focusing more on sustainable resource
management and environmental protection targeting poverty and
gender issues. This section is designed to present the academic
degrees received by the respondent AIT graduates who are Norwegian
scholarship recipients, their filed of studies where from they
completed course works and thesis research works, and also their
response on the lasting impression of AIT. 5.1Academic DegreesAs of
May 2008, all the 82 Norwegian scholarship recipients received
masters degrees from AIT. Among them 61 AIT graduates (75%)
received Masters of Science (M. Sc.), 20 AIT graduates (24%) got
Masters of Engineering (M. Eng.), and 1 AIT graduate (1%) obtained
Executive Masters of Business Administration as presented in Figure
5.2. The same proportion was also found in case of the responding
AIT graduates. Among the responding 66 AIT graduates 49 (75%)
received Master of Science (M. Sc.) degrees followed by 16 (24%)
graduates who received Master of Engineering (M. Eng.) and 1 (1%)
graduate received Executive Master of Business Administration
(E-MBA). When these degrees were looked from the gender perspective
it was found that females were receiving higher number of degrees
which is evident from the fact that 65 percent of the degrees were
received by females. Specifically, vast majority of females (69%)
received M. Sc. degrees in comparison to males (31%) for the same
academic degrees. A slightly more proportion of females (55%)
received M. Eng. degrees as compared to male respondents (45%). The
E-MBA degree was received by only one male AIT graduate from the
School of Management. When the regional comparison in terms of
South and Southeast Asia was made it was found that former region
has very high proportion for both M. Eng. and Ms. Sc. degrees by 80
percent and 61 percent, respectively. The E-MBA degree was received
by a person from Southeast Asia. Table 5.1: Number of Target and
Respondent Graduates by Academic Degree, Region, and GenderRegion
and GenderAcademic DegreeTotal
M EngM ScE-MBA
TotalRespondentsTotalRespondentsTotalRespondentsTotalRespondents
South AsiaMale7412111915
Female9825163424
Subtotal161237275339
Southeast AsiaMale227611109
Female221716001918
Subtotal442422112927
TotalMale961917112924
Female111042325342
Total20166149118266
This tracer study covers the AIT graduates from 2003 to May
2008. There were Norwegian Scholarship recipients in 2003 and 2004
who had been continuing their studies at AIT and their graduation
started from 2005. In all graduation years, the proportion of
females remained always higher than males as it was 68 percent, 63
percent, 73 percent, and 53 percent in 2005, 2006, 2007, and 2008,
respectively (Table 5.1 and Figure 5.3). This is the proof that the
Norway Government has more focus on gender issues in Asian human
capital generation.
5.2Field of StudyThose AIT graduates who received Norwegian
scholarship for their master degree studies had graduated from 11
different field of study, namely, Agricultural Systems and
Engineering, Aquaculture and Aquatic Resource Management, Energy,
Environmental Engineering and Management, Gender and Development
Studies, Geotechnical and Geoenvironmental Engineering, Human
Resources Management, Natural Resources Management, Regional and
Rural Development Planning, Urban Environmental management, and
Water Engineering and Management. The target as well as respondent
graduates by these field of studies are presented in the following
Table.Target and Responding Graduates by Their Respective AIT Field
of Study
Field of StudyTarget GraduatesResponding Graduates
FemaleMaleTotalFemaleMaleTotal
1. Agricultural System & Engineering639538
2. Aquaculture and Aquatic Resource Management527426
3. Human Resources Management01111
4. Energy7411729
5. Environmental Engineering and Management819718
6. Gender and Development Studies142169211
7. Geotechnical and Geoenvironmental Engineering101101
8. Natural Resources Management59145712
9. Regional and Rural Development Planning729527
10. Urban Environmental Management022011
11. Water Engineering and Management033022
Total532982432366
The AIT graduates achieved higher knowledge and skills through
courses offered by the respective filed of studies and master
thesis research works. An overview of the courses offered by these
11 filed of studies where from the respondent AIT graduates gained
theoretical knowledge and practical or technical skills is given as
hereunder.
Agricultural Systems and Engineering (ASE) Field of Study offers
several courses such as Farm Production Engineering, Agricultural
Mechanization and Management, Agricultural Systems Analysis,
Ergonomics, Design and Testing of Agricultural Equipment,
Agricultural Systems, Agricultural Environments, Crop Productivity
Management, Livestock Production Systems, Integrated Watershed
Management Principles and Concepts, Farm Management Economics,
Precision Agriculture, Agricultural Soil Mechanics, Instrumentation
and Measurement Techniques, Aquacultural Engineering, Controlled
Environment Agriculture, Crop Eco-physiology and Modeling,
Integrated Pest Management, Land Husbandry, Agricultural Watershed
Systems, Agricultural Sector and Policy Analysis, and Advanced
Agricultural Experimentation.Aquaculture and Aquatic Resources
Management (AARM) Field of Study)offers Analytical Techniques in
Aquaculture, Aquaculture Nutrition and Feed Technology, Inland
Aquaculture, Aquatic Seed Production, Marine and Coastal
Ecosystems, Principles of Integrated Coastal Zone Management,
Genetic Resources and Management, Coastal Aquaculture and Planning,
Coastal and Inland Fisheries Management, Wetland Ecosystem
Management, Remote Sensing and GIS for Watershed and Coastal Area
Planning, Genetic Diversity of Populations in Agricultural and
Aquatic Systems, Molecular Techniques for Genetic Management of
Populations and Ecosystems, Thesis Research Workshop, Aquatic
Resource and Environmental Assessment, Aquatic Ecosystems and Water
Quality Management, Aquatic Animal Diseases, Statistical
Application in Agricultural Research, Applied Fish Genetics,
Coastal Physical Processes, Coastal Water Quality Management,
Coastal Biodiversity and Conservation, Seminar on Advanced Topics
of Aquatic Resources and Development, Tools for Integrated Coastal
Zone Management, Aquaculture and Aquatic Resource Systems, and
Mangrove Ecosystem Management.Energy (E) Field of Study has been
offering various courses such as Energy Resources and Technologies,
Energy Audit and Thermal Energy Conservation, Rational Use of
Energy in Industry, Organization and Finance of a Power Utility,
Demand - Side Management, Design and Management of Energy Systems,
Power System Design and Operation, Power Distribution Systems, DC
and Flexible AC Transmission, Computer Aided Power System Analysis,
Rural Electrification and Distributed Generation, Energy Statistics
and Energy Demand Forecasting, Development and Evaluation of Energy
Projects, Restructuring of Energy Industries, Energy Price Theory
and Applications, Efficient Lighting and Daylighting, Energy
Management in Buildings, Advanced Technologies for Energy
Management in Buildings, Biomass Conversion, Workshop on Energy
Issues and Communication, Power System Dynamics and Stability,
Power Sector Management under Deregulation, Optimization and Al
Applications in Power System, Electricity Economics and Planning,
Energy-Economic Modeling and Policy Analysis, Environmental Policy
and Management of Energy Systems, Oil and Natural Gas Economics,
Solar Energy, Solar Design Methods and Applications, Energy
Environment and Climate Change: Issues and Strategies, and
Electrical Energy Management.
Environmental Engineering and Management (EEM) Field of Study
offers Environmental Chemistry and Laboratory, Biological
Processes, Physico-Chemical Processes, Aquatic Chemistry, Waste
Reuse and Recycling, Air Pollution and Air Quality Management,
Solid Waste Management, Environmental Quality Management,
Environmental Management and Ethics, Environmental Health and
Sanitation, Integrated Life Science, Principles of Toxicology,
Health, Development and Environment, Membrane Technology in Water
and Wastewater Treatment, Design of Water Supply and Wastewater
Systems, Applied Microbiology and Laboratory, Advanced Processes
for Wastewater Treatment, Reuse and Recycle, Toxic Organics and
Trace Metals in Ecosystem, Environmental Impact Assessment,
Industrial Waste Abatement and Management, Water Quality
Management, Air Pollution Modeling and Applications, Hazardous
Waste Technology and Management, Design of Air Pollution Control
Systems, Principles of Cleaner Production, Sampling Design,
Environmental Toxicology, Health/Environmental Risk and Impact
Assessment, Environmental Microbiology, Molecular Biology of
Environmental Stress, Bioengineering and Environmental Health,
Seminar in Environmental Biotechnology, and Seminar in
Toxicology.
Gender and Development Studies (GDS) Field of Study delivering
courses, namely, Gender and Development: Principles and Concepts,
Society, Technology and Health, Gender, Enterprise, and
Organizations, Gender, Rural Livelihoods and Sustainable
Development, Gender, Technology and Economic Development, Gender,
Culture and Human Development, Gender Analysis and Gender
Responsive Development Planning, New Technologies,
Industrialization and Gender, Transforming Gender Ideologies in
Society, and Gender and Urban Management.Natural Resources
Management (NRM) Field of Study offers Ecological Principles for
Natural Resources Management, Natural Resources Management Issues
in Asia, Forestry, Biodiversity and Conservation, Integrated Land
Use Management Systems, Spatial Information Systems in Natural
Resources Management, Research Design for Natural Resources
Management, Land Evaluation and Resource Management, Integrated
Natural Resources Planning and Policy, Land Degradation Monitoring
and Management, Natural Resource Economics, and Integrated
Watershed Development Management Planning Workshop.Regional and
Rural Development Planning (RRDP) Field of Study offers Rural and
Regional Development, Social Research Methods in Development
Planning, Applied Statistics for Development Planning, Rural-Urban
Relations, Regional Planning Techniques, Agricultural Development
Planning, Project Planning and Management, Research Design and
Methods, Rural Regional Planning Workshop, Community Development
Planning, NGO Management, Policy and Development, Rural
Infrastructure Planning and Management, and Sustainable Development
Policies and Practices.
Urban Environmental Management (UEM) Field of Study offers
several courses such as Urban Environmental Management Systems, UEM
Research Methods and Techniques, Urban Planning and the
Built-Environment, Environmental Science and Technology for
Decision Makers, Urbanization and Environmental Policy,
Environmental Auditing, Disaster Management in Urban Environmental
Planning, Environmental Legislation, Urban Environmental Design,
Urban Environmental Planning and Management Workshop, UEM Research
Design, Management of Urban Housing, Infrastructure and Service,
Strategic Environmental Assessment for Urban Development,
Governance and Urban Management, Urban Economics and Finance,
Environmental Conflict Resolution and Mediation, and Multivariate
Analysis for Planning.
Geotechnical and Geoenvironmental Engineering (GGE) Field of
Study offers Mechanics of Soils and Laboratory/Field Testing,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE71.12"
\t "_blank" Rock Mechanics,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE71.21"
\t "_blank" Geoenvironmental Engineering I and II,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE71.31"
\t "_blank" Engineering Geology,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE71.41"
\t "_blank" Analytical Methods in Geotechnical Engineering,
Numerical Methods in Geotechnical Engineering,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE71.51"
\t "_blank" Foundation Engineering and Design,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE71.52"
\t "_blank" Ground Improvement Techniques and Geosynthetics,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE71.53"
\t "_blank" Underground Excavation and Tunneling,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE71.61"
\t "_blank" Soil Dynamics and Earthquake Engineering,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE71.23"
\t "_blank" Georisk Engineering,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE71.54"
\t "_blank" Reliability-Based and Soil Engineering Design, and
Advance Soil Testing.
Water Engineering and Management (WEM) Field of Study has been
offering Watershed Hydrology,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.12"
\t "_blank" Hydrodynamics,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.13"
\t "_blank" Water Resources Systems,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.14"
\t "_blank" Concepts in Water Modeling,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.21"
\t "_blank" Irrigation and Drainage Engineering,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.31"
\t "_blank" Coastal and Estuarine Processes,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.41"
\t "_blank" Water Supply and Sanitation,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.51"
\t "_blank" River Engineering and Modeling,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.72"
\t "_blank" Laboratory and Field Practices,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.81"
\t "_blank" Planning and Development of Hydropower,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.84"
\t "_blank" Geotechniques for Hydropower Projects,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.9001"
\t "_blank" Selected Topic: Research Design and Experimental
Methods, Irrigation and Drainage Systems Management,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.32"
\t "_blank" Coastal Zone Management,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.42"
\t "_blank" Urban Drainage Management,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.52"
\t "_blank" Groundwater Development and Management,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.53"
\t "_blank" Land and Water Conservation and Management,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.54"
\t "_blank" Integrated Water Resources Management,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.55"
\t "_blank" Modeling of Water Resources Systems,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.61"
\t "_blank" Flood Modeling and Management,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.71"
\t "_blank" EIA and GIS Applications in Water Resources,
HYPERLINK
"http://203.159.12.3/interimcodes/coursecatalog/CourseDetailInfo.cfm?Reverse=off&CCode=CE74.82"
\t "_blank" Design of Hydropower Structures, and Management of
Hydropower System.
The Executive MBA in Human Resource Management (HRM) Field of
Study has been launched to strengthen and enhance the human
resources and institutional capabilities of developing countries of
Asia by offering courses such as Business Communication,
Organizational behavior and Development, Human Resources
Management, Marketing Management, Managerial Economics, HR
Acquisition and Development, Financial Management, Management of
Information System, Strategic Management, Management of Technology
for Competitiveness, Comparative Industrial Relations, Research
Methodology, Management of Change and Leadership, Project
Management, Cross-cultural Management, Governance and Corporate
Social Responsibility, and HR Motivation and Retention5.3Lasting
Impression
Several meetings were conducted in different countries of the
target and respondent graduates during the time of field visits by
the researcher. They were inquired about the lasting impression on
AIT. In the gist they were exchanging night with the day because
they were working very hard in the night time which they had
neither done before AIT nor after AIT. The multicultural
environment and internationality also reported as one of the
unforgettable aspects of AIT. The different learning environment
which is more directed towards self-confidence building, sport
facilities, and location and landscaping of AIT are other long
lasting memories of AIT.
Feedbacks on Teaching,
Research and ServicesThis section is all about the feedback of
the respondent AIT graduates on the quality of teaching,
supervision and guidance on masters thesis research, and overall
administrative management and service delivery of AIT. The value
and the quality of the academic, administrative and other
supportive units had tremendous role in the academic standing of
AIT itself. The periodic feedback from the AIT graduates helps in
further enhancing the teaching, research, and administrative
standards of AIT. 6.1Feedbacks on Teaching in AIT
The target AIT graduates were inquired on how they would rate
the teaching standard of study at AIT by giving them five scale
ratings such as excellent, very good, good, poor, and very poor.
When the responses were analyzed it was found that large majority
(53%) had an impression that the teaching quality in AIT is very
good followed by good (32%). Few respondents (15%) had an
impression that the teaching quality in AIT is excellent (Figure
6.1). The teaching standard as perceived by the respondent AIT
graduates was also analyzed by Asia Region, namely, Southeast Asia
and South Asia. The total number of the respondent AIT graduates is
higher in South Asia compared to Southeast Asia because of the
focus of the donor. A large majority (59%) in Southeast Asia and 49
percent in South Asia rated teaching quality as very good and the
more or less similar response was found from both regions for the
other rating scales as well. The Pearson Chi-Square test results
support this argument. None of the respondents considered as poor
and very poor teaching quality in AIT although they were given five
options ranging from excellent to very poor to rate the teaching
quality at AIT (Table 6.1). Table 6.1: Teaching Standard of AIT by
Rating Scales and Asia Regions
RegionExcellentVery GoodGood
FrequencyRow FrequencyRow FrequencyRow
South-east Asia3111659830
South Asia71819491333
Total101535532132
Pearson Chi-SquareAsympotic Significance (2-sided) = 0.639
When the teaching standard of AIT viewed from the gender
perspective a wide range of responses were found when 70 percent of
the male respondent indicated as very good compared to 44 percent
of the female respondents. Whereas, 42 percent of female
respondents considered AIT study as good compared to 13 percent of
the male respondents for the same. The responding AIT graduates
also indicated the quality of AIT teaching as excellent by 17
percent males and 14 percent females. The overall results from the
Chi-Square test indicate that there is a significant difference in
the rating of AIT teaching quality by gender (Table 6.2). Table
6.2: Teaching Standard of AIT by Rating Scales and Gender of
Respondents
GenderExcellentVery GoodGood
FrequencyRow FrequencyRow FrequencyRow
Male4171670313
Female61419441842
Total101535532132
Pearson Chi-SquareAsymp. Sig. (2-sided) = 0.054
The respondent AIT graduates had studied in 11 different fields
of studies in AIT and obtained their postgraduate degrees (Table
6.3). Out of the 10 respondent graduates who had an impression that
AIT teaching standard is excellent 4 graduates (40%) were from
Natural Resource Management and each 2 graduates (each 20%) from
Aquaculture and Aquatic Resource Management and Environmental
Engineering and Management and each 1 graduate (each 10%) from
Agricultural System and Engineering and Gender and Development
field of study.Table 6.3: Teaching Standard of AIT by Rating Scales
and Field of Study of Respondents
Field of StudyExcellentVery GoodGoodTotal
1. Natural Resources Management47112
2. Aquaculture and Aquatic Resource Management2316
3. Environmental Engineering and Management2248
4. Agricultural System & Engineering1438
5. Gender and Development Studies16411
6. Energy0549
7. Geotechnical and Geo-environmental Engineering0011
8. Human Resources Management0101
9. Regional and Rural Development Planning0527
10. Urban Environmental Management0101
11. Water Engineering and Management0112
Total10352166
6.2Feedback on Thesis Research in AIT
An attempt was made to gather information on the level of
satisfaction of the target AIT graduates on the their thesis
research works in terms of research supervisors contribution,
committee members contribution, flexibility of choice in topic
selection, research fund availability, and help received from
seniors and own batch mates. The various responses for the
satisfaction level of AIT graduates for their master thesis works
were found ranging from low to very high in case of research
supervisors contribution and flexibility of choice in research
topic selection. However, in other four instances such as committee
members contribution, research fund availability and help received
from seniors and batch mates the responses encompass from very low
to very high.
As presented in the Figure 6.2, the respondent AIT graduates
rated the contribution of their thesis supervisor as very high
(43%) and high (35%) followed by medium (14 %) and low (8%). In
case of committee members contribution, 40 percent of them rated as
high followed by medium (26%), very high (18%), low (14%) and very
low (2%). The flexibility of choice in masters research topic for
the students in AIT is found high enough since 42 percent reported
as very high followed by high (32%), medium (14%) and low (12%). A
large majority (56%) indicated that fund availability was very low
to medium. Fifty-three percent of the respondent graduates reported
that they had very low to medium level of help received from their
seniors. In contrast 59 percent of them reported that they received
high to very high level of help from their batch mates.
Table 6.4: Comments made for rating low and very low by research
aspects
Research aspectsComments
Funding for master thesis researchThere should be more option
for securing research fund if required by the type of research,
fund should be available to attending conference or workshops to
enhance the career. Most of the research funds were enough was
enough for the plane tickets and not enough to do extensive
research in the field. Flat rate is not suitable and therefore
allocation should vary with the type of research.
Supervision for thesis researchDue to a huge of number of
students, advisors do not have enough time to contribute, read and
comment on what student's writing
Help from seniors and batch mates for thesis researchNo
connection from senior to junior during course work and thesis, or
if yes, it is very poor. Help from batch mates is really because of
competition. Sharing experience or knowledge is just a surface of
water. Sometime no senior available. The timing of seniors presence
in the institute and juniors studies did not match.
6.3Rating on AIT ServicesThe entire target AIT graduates were
inquired about their ratings on the quality of information, advice,
and services they received from different service units of AIT
(Figure 6.3). A significantly higher proportion of respondent AIT
graduates considered as excellent by 36 percent and very good by 41
percent for the services received from the Field of Study
Administration and Management. Similarly, a large majority of them
(40%) reported as very good followed by good (26%), excellent (20%)
and poor and very poor (11%) for the service received from School
Administration and Management.
When an inquiry was made on the quality of the service rendered
by the Registry of AIT it was found as very good by 40 percent
respondents followed by excellent (23%), very good (22%), poor (9%)
and very poor by 6 percent. Vast majority (80%) of the respondents
indicated excellent and very good service in AIT Library. The
quality of the service provided by Language Center is rated as
excellent by 23 percent, very good by 42 percent, good by 22
percent and poor by 13 percent. Computing Facilities rated as very
good (38%), good (25%), excellent (23%), poor (11%) and very poor
(3%). Likewise Experimental Lab Facilities considered very good by
37 percent, good by 32 percent, excellent by 18 percent and poor by
13 percent of the respondents. Except 13 percent respondents who
rated very poor and poor the class room facilities were considered
good (16%), very good (38%) and excellent (33%). Sixteen percent of
the respondent indicated that student accommodation as poor and
very poor. The service of the Government Relation Office is found
most satisfactory by the respondent graduates since less than 2
percent rated as poor. The quality of the service of the Alumni
Relations Office rated as very good (48%), good (33%), excellent
(13%) and poor and very poor (6%). However, the quality of the
service rendered by Student Affairs considered as very good (40%)
followed by good (32%), excellent (14%) and poor and very poor
(14%). Eleven percent of the respondent graduates indicated poor
and very poor service of the Student Union and the Sport
Facilities. The assessment on the quality of overall management of
AIT by the respondent graduates made as very good (51%), good
(24%), excellent (16%) and poor and very poor by 10 percent
responding AIT graduates.As requested to offer the comments on poor
and very poor ratings for the quality of services rendered
different service units of AIT, some of the respondent graduates
had done it and their responses are summarized as below.
Table 6.5: Comments made for rating low and very low by
respondent AIT graduatesService UnitComments
Computing facilitiesVery slow internet connection with low
bandwidth availability really hampers the research study and day to
day communication works. Not sufficient number and quality of
computers.
Student accommodation / housingStaffs at student accommodation
are not really helpful though they speak very friendly.
Accommodation in standard dorm is really a painful matter not only
for the room space but also for the facilities, toilet and
telephone.
Classroom facilities and environmentClass room problem in air
condition and very small enclosure.
LibraryMost of the books are out dated.
Language centerNot enough qualified English instructors
Experimental lab facilitiesNo enough lab facility for all
subjects/items
Career Decision and
EmploymentsCareer decision and employments section includes
whereabouts of AIT graduates, rejoining the previous job or
employer, duration of getting the first job after graduation from
AIT, current job position and employment history, age and current
job position, duration of current job, main employer type,
individual main function at work and job satisfaction, salary
level, salary by age group of AIT graduates, current salary level
by graduation year, and job position and salary income by
gender.7.1Whereabouts of AIT Graduate
The main emphasis of AIT has been constantly remained the same
from its inception till now is on producing capable human resource
needed for the sustainable development of the countries in Asia, in
particular, and global context in general. All the graduates are
encouraged as well as insisted to return to their home countries
and apply whatever knowledge and skills learned from AIT to their
own home countries. The respondent AIT graduates who were Norwegian
Scholarship recipients inquired about their career decision
immediately after graduation from AIT. It was found that 77 percent
were returned to their respective countries (Figure 7.1). Remaining
23 percent did not return due to various reasons such as continuing
study for PhD, continuing research at AIT, having got better paid
jobs compared to the jobs in own country, and also to support
spouse who joined AIT for studies. The country wise analysis
indicated that all the AIT graduates from Bhutan, Cambodia, Lao PDR
and Myanmar returned to their own country immediately after their
graduation. The highest proportion of non-returnees (35%) was found
from Nepal followed by Sri Lanka (29%) and Bangladesh and Vietnam
(20% each).7.2 Rejoining the Previous Job or Employer
Out of 66 respondent AIT graduates 9 respondents (14%) had no
job before enrolling AIT. Therefore 57 respondent AIT graduates
(86%) had jobs before coming AIT. Out of those 57 respondents 34
(60%) did not return to their previous jobs and only 20 (35%) did
so. Three of them (5%) did not answer whether they joined or not
(Table 7.1). An inquiry was made with those who did not rejoin the
previous jobs by requesting them to provide reasons why they did
not join. Some of the important reasons given are: job was
temporary as contract basis, immediately gone for further study,
the previous job was not satisfactory, office closed, and the
office rules were so strict for granting the study leave so had to
sacrifice job. 7.3Duration of Getting the First Job after
Graduation from AIT
An attempt was made to know the duration of getting the first
job after graduation from AIT to those who did not join the
previous jobs and also did not go for further study for their
further academic career advancement. Therefore, such information
was expected from 37 respondent AIT graduates. Out of 66 total
respondents, 20 (30%) had joined their previous jobs and 17 (26%)
had gone for further study and remaining 29 (44%) ventured for the
jobs in the new job markets (Figure 7.2). Out of the 29 respondent
AIT graduates, 10 (34%) reported that their jobs were confirmed
even before graduation. Similarly, 13 graduates (45%) said that
they got job within 3 months after their graduation from AIT. One
respondent graduate (3%) had to wait until and even more than one
year to get job after graduation from AIT (Table 7.2). The time
duration taken for the first job was analyzed by gender and the
Pearson Chi-Square test result indicated that there is no
significant difference between male and female graduates.7.4Current
Job Position and Employment History
Since 17 responding AIT graduates went for doctoral studies, and
then remaining 49 respondent graduates found to be fully employed.
However, some of the respondents studying doctoral program are also
employed, therefore the actual number of respondent for the
employment related items is higher than 49 fully employed
respondent graduates. When an inquiry was made on the job position
of the respondent graduates (51), the highest proportion of them
(28%) had Middle Management level followed by Junior Professional
(27%), Middle Professional (25%), Junior Management (16%), and
remaining (4%) at the Senior Management level. When looked at the
employment history of the graduates it is found that 20 graduates
had the current job as the second job and 5 had the current job as
third one and one person has the current job as the fifth one. When
the job positions were compared between the last job position
before AIT and the current job position the higher mobility from
the junior levels to senior levels were observed. For instance,
Table 7.3 clearly shows that 38 percent of the AIT graduates had
middle level of job positions for the last job before coming, which
increased to 67 percent for the same level of position in case of
the current job. Table 7.3: Job Position of AIT Graduates by Gender
and Before and After Studying in AIT
Job RankLast Job before AITCurrent Job Position after AIT
GenderMaleFemaleTotalMaleFemaleTotal
SeniorFrequency112112
Percent5.02.83.65.32.93.7
MiddleFrequency81321112536
Percent40.036.137.557.971.466.7
JuniorFrequency1122337916
Percent55.061.158.936.825.729.6
TotalFrequency203656193554
Percent100.0100.0100.0100.0100.0100.0
7.5Age and Current Job Position
Generally, there is a positive correlation between higher job
position and age. When an attempt is made to see the relationship
between age and the job position of the responding AIT graduates by
using correspondence analysis tool it was found that higher aged
graduates had executive or senior management level of job
positions. Mostly middle age group had middle or junior level of
job positions (Figure 7.4).7.6Duration of Current Job
The duration of current job was inquired and a wide range was
found from one month (0.08 Year) to 8.5 years. Fifty five percent
respondent graduates had less than or equal to one year of job
duration on their current job positions. Ninety-eight percent of
them reported with the less than or equal to 3 years of job
duration for the current job positions (Figure 7.5).
7.7Main Employer Type
Fifty-four (54) AIT graduates with work experiences indicated
their main employer types (Figure 7.6). The Academic and Research
Institutions were providing employments for the highest proportion
(35%) of the respondent AIT graduates for the current job
positions. Similarly, 22 percent of them were employed by their
respective Central Governments followed by Non-Governmental
Organizations (15%), International Regional Organization (13%),
Private Sector (7%), and Regional or / and Local Government (4%).
When the association between current job position and main employer
type was seen through the correspondence analysis tool it was found
that executive position is associated with the central Government.
Similarly, consultant position is more closely related with the
private sector as well as central Government. Likewise, middle and
junior professional are more close to the academic and research
institutions whereas senior and middle management are more close to
non-governmental organizations (Figure 7.7).
7.8Individual Main Function at Work and Job Satisfaction As
shown in Table 7.4, a large majority (67%) of the respondent
graduates reported knowledge and information dissemination as main
function followed by project implementation and research
analysis/policy inputs (37% each), teaching (35%), and management
(28%). Seventy-six percent of the responding AIT graduates who were
employed before enrolling AIT reported that they were satisfied
with the job they belonged. Without job satisfaction of the
employees the employer may not be able to meet the objectives or
production targets of the institutions or organizations to a
greater extent. The analysis on the level of job satisfaction
indicated that 87 percent of the responding AIT graduates are
satisfied with their current jobs. This is good indication but the
employer should give attention to the remaining 13 percent of the
responding AIT graduates who are not satisfied with their current
jobs. 7.9Salary Level
Forty-eight respondents provided information on their salary
levels for their main current jobs (Table 7.5). There were seven
categories of salary ranges starting from less than 100 US $ per
month to more than 3000 US$ per month. However, no one was found
getting more than 3000 US$ per month. Majority (33) of them were
receiving 201 to 500 US$ per month followed by 27 percent
respondents with US$ 501 to 1000. Similarly 21 percent respondents
reported that they were receiving US$ 100 to 200 per month followed
by 13 percent respondents with US$ 100 to 200 monthly salaries.
Four percent were receiving less than 100 US$ per month. One
respondent graduate (2) was found getting salary in the range of
2001 to 3000 US$ per month. When the correspondence analysis is
done to see the relation between current job positions and gross
salary (in terms of mid value of the sally ranges in US$ per month
basis) it was not so close association between job position and
salary (figure 7.9).7.10Salary by Age Group of AIT Graduates
Table 7.10 shows that majority of the respondent graduates (50%)
belong to 25 to 30 years of age group. Many people consider that
the salary income as one of the most important measuring
instruments to judge whether given activities had any impacts or
not. In general, the salary income increases with age. A
comparative analysis of means by considering salary income before
AIT and After AIT against between and within the age groups was
done through one way analysis of variance (ANOVA). The significance
test indicated that there is no significance difference in the
salary income by age groups (Table 7.11).
Table 7.11: ANOVA based on Age Group and Salaries
VariablesSum of SquaresdfMean SquareFSig.
Age Group and Salary of the Last Job before AITBetween
Groups178803.219289401.6091.647
.203
Within Groups2767539.3745154265.478
Total2946342.59353
Age Group and Salary of Current Job after AITBetween
Groups200415.0642100207.532.536
.588
Within Groups9158959.93649186917.550
Total9359375.00051
7.11Current Salary Level by Graduation Year
The Norwegian scholarship recipients were started to graduate
from 2005 and therefore four graduation Year groups (2005 to 2008)
were considered for the statistical analysis, ANOVA. The salary
income of the AIT graduates for the last job before enrolling AIT
as well as the salary of the current job of the AIT graduates were
analyzed against graduation year categories. The result of the
analyses indicated that there was a significant difference in the
salary level of AIT graduates before AIT. In contrast, there was
not significance difference in the salary by graduation categories
after the studies in AIT. It can be concluded that AIT degrees help
in equality of salary distributions (Table 7.12).Table 7.12: ANOVA
based on AIT Graduation Year (4 Categories) and Salaries
VariablesSum of SquaresdfMean SquareFSig.
Graduation Year and Salary before AITBetween
Groups455366.7253151788.9083.047.037
Within Groups2490975.8675049819.517
Total2946342.59353
Graduation Year and Salary of current Job after AITBetween
Groups927482.1433309160.7141.760.167
Within Groups8431892.85748175664.435
Total9359375.00051
7.12Job Position and Salary Income by GenderThe implication of
AIT studies looked from the perspective of changes in job positions
compared to their positions before AIT with the current position
which is meant as after AIT studies. The Wilcoxon Signed Ranks Test
and Pearson Chi-Square Test were used to see any significant
differences. Both tests indicated that there is a significant
difference in job positron by gender in both cases, before and
after studies in AIT (Table 7.13).
Table 7.13: Job Ranks by Gender and before and after AIT
Studies
RankBefore AITAfter AIT
MaleFemaleTotalMaleFemaleTotal
Senior112112
Middle81321112536
Junior1122337916
Total203656193554
Wilcoxon Signed Ranks Test
Z = -5.744Z = -4.617
Asymp. Sig. (2-tailed) = 0.001Asymp. Sig. (2-tailed) = 0.001
Pearson Chi-Square TestAsymp. Sig. (2-sided) = 0.856Asymp. Sig.
(2-sided)= 0.593
The independent t-Test was done to analyze the salary of the AIT
graduates by gender and it was found significantly different in
both situations, before and after studies in AIT. However, it was
found that 60 percent salary increment in case of female graduates
compared to 40 percent in males while comparing the average salary
of the last job before studying in AIT with the mean salary of the
current job positions (Table 7.14). Table 7.14: Salary Level by
Gender and Before and After AIT
StatisticsBefore AITAfter AIT
MaleFemaleMaleFemale
Mean Salary (US$/Month)257.89238.57436.84595.45
Standard Deviation318.967180.720416.614430.545
Standard Errors73.17630.54795.57874.948
t- Value (equal variances assumed).285-1.294
Significance (equal variances assumed).7770.202
t- Value (equal variances not assumed).244-1.306
Significance (equal variances not assumed).8100.199
Relevancies and
Effectiveness
One of the most important objectives of doing tracer study is to
assess the relevancy and effectiveness of AIT studies in the
professional career advancement, usefulness and level of benefits
gained, and impact of AIT studies in educational and scientific
pursuits.
8.1Job Relevancy of AIT StudiesThere were 54 respondent AIT
graduates who provided their employment history as they were
requested to provide whatever number of jobs they joined after
their graduation from AIT. In addition they were requested to
provide information on the job relevancy of AIT studies (Table
8.1). The analysis of the current job relevancy with AIT studies
indicated that the AIT studies has been exactly related for a large
majority (56%), partly related for 41 percent, and not related for
3 percent. Out of the 54 respondent AIT graduates 20 (37%) had
second last jobs with the fact that AIT studies were exactly
related for 40 percent, partly related for 35and not related for 25
percent. Similarly, 5 respondents (9%) had the current job as the
3rd one. Even, for a respondent graduate, the current job as the
5th one which is partially related to the AIT degree he
obtained.Table 8.1: Employment History and Job Relevancy of AIT
StudiesEmployment profileRelevancy
Exactly relatedPartially relatedNot related
frequencypercentfrequencypercentfrequencypercent
Current job (n=54)3055.62240.723.7
Second last job (n=20)840.0735.0525.0
Third last job (n=5)240.0360.0
Fourth last job (n=1)1100.0
Fifth last job (n=1)1100.0
8.2 Usefulness of AIT Studies in
Current Job
The usefulness of the of the AIT studies on their current jobs
has been viewed from the perspective of the extent of
knowledge/skills gained from AIT while doing course works;
research; workshops/field visits; staying at multicultural /
international environment; networking with peers, professors, and
staff; and by overall program (Figure 8.1). Eighty-three percent of
the respondents indicated that knowledge and skills gained from the
course works has been highly and very highly useful. Similarly, the
knowledge and skills gained from the AIT research, workshops/field
visits; staying at multicultural / international environment;
networking with peers, professors, and staff; and by overall
program has been reported as highly and very highly useful by 79
percent, 74 percent, 84 percent, 73 percent, and 76 percent,
respectively.8.3Overall Benefit Gained from the AIT Studies
The overall benefits gained by the target AIT graduates from the
AIT studies were measured in terms of technical / practical skills,
theoretical knowledge, gaining higher status / recognition, gaining
self-confidence, gaining higher income, higher progression /
promotion in the same job, and higher mobility across the job
(Figure 8.2). Eighty percent of the respondent AIT graduates
reported that whatever technical / practical skills they had learnt
from AIT has high or very high levels and 14 percent of them said
as medium and reaming 6 percent indicated as low levels. However,
95 percent of them reported that they have been benefited highly
and very highly from the theoretical knowledge they gained from
AIT. Likewise, 85 percent for gaining higher status / recognition,
92 percent for gaining self-confidence, 60 percent for gaining
higher income, 70 percent for gaining higher progression /
promotion in the same job, and 68 for higher mobility across the
job were reported under high and very high levels of benefits
gained after AIT studies. From these responses one can easily
conclude that the AIT studies have significant contributions in
terms of benefits enjoying by AIT graduates.8.4Impact of AIT
Studies in Scientific and Educational Fields
Out of the total 66 respondent AIT graduates, 17 (26%) had
chosen to go for further studies upon the completion of master
degree studies from AIT. Out of these 17 respondents 15 have gone
for doctoral studies and remaining 2 for masters studies again.
Their expected year of graduation has been reported as 2008 for 2
persons, 2009 for 3 persons, 2010 for 5 persons, 2011 for 3
persons, 2012 for 2 persons and for 2013 and 2015 by 1 person each.
Four people continued doctoral studies in AIT and remaining 13 had
gone to USA, Japan, New Zealand, Taiwan, and Germany. Among these
17 further studying respondents 15 (88%) reported that their
current studies are also related to their studies in AIT. The
overall scenario of the contribution of the AIT graduates in the
scientific, educational and professional fields is encouraging
particularly in research and publication, membership in the
professional organizations, consulting works, participation and
paper presentations in the international conferences and seminars
(Figure 8.3).
8.5Relevancy and Effectiveness by GenderThe relevancy and
effectiveness of different knowledge and skills learnt through
courses, research, workshop/field visits, multicultural
environment, networks, and overall AIT programs were analyzed by
gender of the responding AIT graduates. Both genders were more or
less equally responding the effectiveness and relevancy since the
significance values for all sources of knowledge and skills
obtained from Chi-Square tests are found not significantly
different (Table 8.2). Similar test results were also found in
various aspects of benefits of AIT studies obtained by responding
AIT graduates (Table 8.3).Table 8.2: Significance Test Results for
Various Sources of Knowledge and Skills by GenderSources of
Knowledge / SkillPearson Chi-Square
ValuedfAsymp. Sig. (2-sided)
Courses2.9843.394
Research5.8323.120
Workshop/field visits2.4183.490
Multicultural learning / internationality1.7063.636
Networks (peers, professors, staff)2.2073.530
Overall Program.4143.937
Table 8.3: Significance Test Results for Various Aspects of
Benefits by Gender
Aspects of BenefitsPearson Chi-Square
ValuedfAsymp. Sig. (2-sided)
Technical /practical skills1.0883.780
Theoretical knowledge1.8702.393
Gaining higher status / recognition1.6872.430
Gaining self-confidence 1.4462.485
Gaining higher income2.4814.648
Higher progression /promotion in the same job2.0083.571
Higher mobility across the job3.3083.346
Development Activities and Networking
The main objective of the Norwegian scholarship support is to
provide high level education and professional training and applied
research to nationals from MFA-AIT program countries in South and
Southeast Asia (Afghanistan, Bangladesh, East Timor, Nepal,
Pakistan, Sri Lanka and Vietnam), the Mekong region low-income
countries (Lao PDR and Cambodia), as well as other less developed
countries in Asia in the fields relevant to sustainable
environment, human rights and gender, and poverty alleviation.
Considering these broad fields an attempt was made to inquire AIT
graduates (Norwegian scholarship recipients) on their extent of
involvement in various developmental activities and
networking.9.1Involvement of AIT Graduates in Development
ActivitiesAn inquiry was made on the extent of involvement of AIT
graduates in developmental activities such as poverty alleviation,
renewable and sustainable energy, environment, natural resource
management, raising gender awareness and application, HIV/AIDS,
human rights and peace building, agriculture development,
information technology, infrastructure development, and business
management / entrepreneurship (Figure 9.1).Majority (36%) of the
AIT graduates reported their high involvement followed by medium
(30%), very high (19%), very low (11%) and low (4%) in poverty
alleviation programs and activities. Their contribution in the
renewable and sustainable energy related activities was found as
very high (7%), high (30%), medium (20%), low (25%) and very low
(18%). In case of environment and development their contribution
was said to be very high (26%), high (40%), medium (21%), low (7%)
and very low (5%). Their level of contribution for natural resource
management was indicated as very high (29%), high (41%), medium
(12%), low (10%) and very low (8%). Similarly the extent of
contribution on gender awareness and application was reported as
very high (21%), high (43%), medium (17%), low (7%) and very low
(12%). The contribution in working against HIV / AIDS was found
relatively lower as stated by only 8 percent as very high
involvement, 18 percent for high, 22 percent each for medium and
low and 30 percent for very low. Likewise, more than 70 percent of
the AIT graduates reported their involvement as medium, low and
very low for human rights and peace building activities. Sixty-four
percent of the respondent AIT graduates indicated their very high
and high level of contributions in agriculture development. Low
level of contributions were seen in the field of information and
technology, infrastructure development, and business management and
entrepreneurship as 67 percent, 84 percent, and 93 percent of the
respondent AIT graduates indicated very low to medium level of
contribution in these fields, respectively. 9.2Significantly
Contributed Development Projects / Research Studies
Amongst the target AIT graduates, 37 (56%) provided the list of
development projects and research studies to which they have
significantly contributed after graduation from AIT. Out of 37
respondents, 20 have contributed for two projects, 12 for three
projects, 5 for four projects and 3 respondents have even
contributed for five projects (Table 9.1). A large majority (22%)
of the projects to which AIT graduates have significantly
contributed were related to natural resource management followed by
environment (17%), poverty alleviation (14%). The respondent AIT
graduates were also inquired for their types of contribution to
projects or research studies in terms of design, implementation,
supervision, and monitoring and evaluation. Multiple responses were
received since same person could contribute in only one type or
more than one types (Figure 9.2). The highest contribution (75%)
was found for project implementation followed by project
supervision (66%), monitoring and evaluation (64%) and project
design (60%).
9.3Involvement of AIT Graduates in Professional and Social
Networks
The target AIT graduates were requested to list professional and
social networks including AITAA to which they have been involved
after graduation from AIT. The type of network was specified as
national, regional and global. Similarly, the membership also
requested to specify as general or executive types. Alongside
additional information was requested on the degree of involvement
in terms of very high, high, medium, low and very low for the
involved professional and social networks. There were 38 different
professional and social networks in which respondent AIT graduates
were involved or affiliated (Table 9.2). As Figure 9.3 shows, a
large majority of the respondent AIT graduates (76%) has networks
in the national level followed by regional level (19%) and global
level (5%). Eighty-one percent indicated that their membership type
in the professional or social networks is general as against 19
percent reported as executive types (Figure 9.4). The higher
proportion (42%) indicated their high degree of involvement in the
in various professional and social networks followed by medium
(28%), low (15%), very high (9%) and very low (6%) which is evident
from Figure 9.5. Table 9.2: Professional / Social Networks by
Number of AIT Graduates InvolvedS. No.Professional and Social
NetworksFrequency
1AIT Alumni National Chapter22
2Nepal Engineering Council3
3Technical working group (TWG) for GEF (UNDP), Bhutan2
4Nepal Engineers Association2
5IEEE2
6Agriculture Extension Society1
7Air & Waste Association (A&WMA)1
8AIT Nepal Society1
9Asian Association of Social Workers1
10Association of Social Work Educators in Bangladesh1
11CCA1
12Civic Activist Net (CAN)1
13Development Partner Offices based in Cambodia1
14EFN Alumni network1
15Greater Mekong Sub region Business Forum1
16GWA membership1
17I Love Korea Club1
18IPoS1
19Leather Technologist Association, Bangladesh1
20Mekong Migration Network1
21Myanmar NGOs Network1
22Nepal Agriculture Association1
23Nepal Animal Science Association (NASA-Nepal)1
24Nepal Fisheries Society (NEFIS)1
25Nepal Foresters' Association1
26Nepal Geographic Society1
27Nepal GIS Society1
28Nepalese Student Association at Iowa State University1
29OECD/DAC1
30Royal Society for Protection of Nature as the Gender focal
person1
31Sagun, a Nepali NGO1
32Scientist Association, BCSIR1
33Society of Scientists, Nepal (SAS-Nepal)1
34Swedish Institute Alumni Association1
35Thai International Cooperation Agency1
36University of Yamanashi network1
37World Aquaculture Society1
38World Bank Alumni Network1
Partnership and
SuggestionsThere always remains tremendous scope of alumni in
strengthening any academic institutions for which they belong. They
always love their institutions; think about the progress and
possibilities of their contributions for the further enhancement of
academic and research activities. For this section, the target AIT
graduates were requested to provide information on their
influential position to develop partnership with AIT or to support
AIT as well as to get their views on how can AIT generate more
resources for its financial viability, how AIT should move forward
to meet the regional education and development needs, and to get
their suggestions on what AIT should do to strengthen
relations/partnerships with its alumni.
10.1Partnership to Support AITAn attempt was made to get the
information from the target AIT graduates on possible partnership
or their current positions to support AIT through providing
scholarships, research funds, training participants and funds,
student internship/exchange program, job placement for AIT
graduates, and collaborative research and academic programs with
AIT (Table 10.1).Table 10.1: Response on possible partnership and
support from AIT graduates
Partnership / SupportYesNoMissing
FrequencyPercentFrequencyPercentFrequencyPercent
Providing scholarships23.03857.62639.4
Providing research funds57.63654.52537.9
Providing training participants and funds34.53857.62537.9
Facilitating student internship /exchange
program1319.72943.92436.4
Facilitating job placement for AIT
graduates710.63451.52537.9
Initiating collaborative research and academic programs with
AIT1522.72537.92639.4
Three percent of the target AIT graduates reported that they are
in a position to provide scholarships to AIT. Eight percent of them
reported that they can provide research funds to AIT and five
percent told that they can send training participants with funding.
Twenty percent of them were found interested on student internship
or exchange program. About eleven percent indicated that they could
offer jobs for AIT graduates. Twenty-three percent of them were
found interested on initiating collaborative research and academic
programs with AIT.10.2Suggestions for Strengthening AITAll the
target AIT graduates were requested to provide suggestions on
financial viability and sustainability of AIT and its future move
to meet the regional educational and developmental needs and
strengthening relationships with AIT alumni. Several suggestions
were received and summarized as here under.10.2.1 Suggestio