This paper considers the challenges that arise for Indian students who undertake postgraduate Management Information Systems programmes outside India. We discuss how the educational practices in India differ from those that are required by MIS postgraduate programmes in the UK. Drawing on empirical work that has been conducted in India between November 2005 and January 2006, we highlight some of the key features of the Indian undergraduate education experience before suggesting that these are in contrast to those that Indian students encounter while studying at the postgraduate level in the UK. We argue that MIS programmes also pose significant challenges due to the diverse subject matter that is typically taught and assessed. Drawing on the work of Michel Foucault, we argue that education processes in both India and the UK are inextricably interlinked to claims about what constitutes legitimate knowledge and the practices that produce and reproduce such claims. Suggestions for change to MIS programmes derive from our analysis.
Hayes, Niall; Whitley, Edgar; and Introna, Lucas, "Power, Knowledge and Management Information Systems Education: The Case of the Indian Learner" (2006). ICIS 2006 Proceedings. 104.