Indian Institute of Management Ahmedabad

About: Indian Institute of Management Ahmedabad is a education organization based out in Ahmedabad, India. It is known for research contribution in the topics: Context (language use) & Emerging markets. The organization has 1828 authors who have published 4011 publications receiving 59269 citations. The organization is also known as: IIMA & IIM Ahmedabad.

Does telecommuting promote sustainable travel and physical activity

Abstract: Researchers have explored the efficacy of telecommuting as a travel demand management strategy in the U.S. Conditions under which telecommuting can reduce VMT (vehicle miles traveled) and ease peak-period traffic congestion have been extensively investigated; empirical findings are well documented in the literature. Analysis of the impact of telecommuting on non-motorized travel, public transit use, and physical activity, however, has received relatively less attention in the past. In this paper, I use the 2009 U.S. National Household Travel Survey to explore how telecommuting is associated with usual travel behavior, i.e. walking/bicycling, transit use and driving, as well as with average time spent in daily physical activity. I also compare telecommuters’ travel behavior and physical activity on a typical workday in telecommuting vs. non-telecommuting scenarios. I find that frequent telecommuting (4+ times/month) is associated with 15% more walk trips per week, 56% higher odds of 1+ transit trip per month, 44% higher odds of 30+ minutes of physical activity per day, and 27% higher odds of driving 20,000+ miles per year compared to no-telecommuting scenario. On a typical workday, telecommuting is associated with 41% higher odds of walking/bicycling > 1 mile, 71% higher odds of 30+ minutes of physical activity, 71% lower odds of riding transit, and 3.58 times greater odds of driving

Earnings differences between Chinese and Indian wage earners, 1987-2004

Abstract: This paper is one of the first comprehensive attempts to compare earnings in urban China and India over the recent period. While both economies have grown considerably, we illustrate significant cross-country differences in wage growth since the late 1980s. For this purpose, we make use of comparable datasets, estimate Mincer equations and perform Oaxaca–Blinder decompositions at the mean and at different points of the wage distribution. The initial wage differential in favor of Indian workers, observed in the middle and upper part of the distribution, partly disappears over time. While the 1980s Indian premium is mainly due to higher returns to education and experience, a combination of price and endowment effects explains why Chinese wages have caught up, especially since the mid-1990s. The price effect is only partly explained by the observed convergence in returns to education; the endowment effect is driven by faster increase in education levels in China and significantly accentuates the reversal of the wage gap in favor of this country for the first half of the wage distribution.

PhD Student Experiences with the Impostor Phenomenon in STEM

Abstract: Aim/Purpose This US-based study explored various facets of impostor phenomenon experienced during PhD training in science, technology, engineering, and mathematics (STEM). Specifically, the purpose of this research was to identify certain experiences that trigger this phenomenon. Background Competent high-achievers who do not believe in their efforts leading to accomplishments sometimes experience the impostor phenomenon. It is characterized by the notion that one has fooled others into overestimating their ability, not attributing one’s accomplishments to ability, and living with the fear of being discovered as a fraud. Methodology Data were collected using convenience and snowball sampling. Qualitative, semistructured interviews from 90 PhD students were analyzed thematically. Contribution Study findings contribute to a less-understood area of what constitutes triggers for the impostor phenomenon among PhD students in STEM fields. Findings Participants described the following themes that triggered impostor phenomenon during PhD training: 1) Progress and public recognition, 2) Comparing oneself with others, 3) Developing skills: public speaking and scientific writing. 4) Application of new knowledge, and 5) Asking for help. Recommendations for Practitioners PhD faculty, mentors, advisers, and administrators should be cognizant of the triggers that could give rise to the impostor phenomenon among their students. Professional development activities for students could focus on earlier and more rigorous training for improving scientific communication. Recommendations for Researchers Future research should continue to explore if other stakeholders in academia such as postdoctoral trainees and faculty also experience similar stress due to the impostor phenomenon. PhD Student and Impostor Phenomenon in STEM 160 Impact on Society Institutes of higher education should continue to focus on improving student mental health and retention rates, alleviating some of the PhD training stressors by designing interventions that improve students’ mindset and self-efficacy. Future Research Findings point to avenues for further research on how to support those with impostor phenomenon. Future research could explore the topic in other disciplines outside STEM and examine if long-term interventions could mitigate impostorfeelings, including the nature and length of interventions that could be helpful.