The Researcher International Journal of Management Humanities and Social Sciences
January-June, 2019 Issue 01 Volume 04
Chief Patron
Mr. Suneel Galgotia, Chancellor, Galgotias University, India Mr. Dhruv Galgotia, CEO, Galgotias University, India
Patron
Prof.(Dr.) Renu Luthra Vice Chancellor, Galgotias University, India
GALGOTIASEditor-in -UNIVERSITYChief Dr. Adarsh Garg
Galgotias University Publication SCIENCE IN THE CONTEXT OF SOCIETY THROUGH QR CODE IN PROBLEM BASED LEARNING
Science in the Context of Society through QR Code in Problem Based Learning
David Devraj Kumar1 Susanne I. Lapp2
Abstract Science education in the context of societal applications through QR code in problem-based learning (PBL) is addressed in this paper. An example from an elementary classroom where the students received mentoring by their high school peers to develop QR codes involving the Florida Everglades is presented. Through meaningful guidance it is possible to enhance elementary students knowledge of science in society and awaken their curiosity of science using QR code embedded problem-based learning. Key Words: QR Code, Problem Based Learning, Science in Society, Mentor
1. Introduction How to connect classroom science to societal applications in problem-based learning (PBL) through QR code is explored in this paper. We live in a world highly influenced and impacted by science and its technological applications. Science and its application in technology are an integral part of society. One of the goals of science education is preparing students to be critical thinkers and problem solvers who understand the role of science and technology in society [1]. Currently, the US focus has followed a standards-driven model for educating students. One of the main features of the standards model calls for the integration of technology for students (Grades K-12). Students must demonstrate the ability to conduct research, think critically, problem solve, engage in effective decision making, communicate, collaborate and participate in creative andGALGOTIAS innovative activities. Students must beUNIVERSITY able to use age-appropriate technologies to conduct real life research including the ability to locate, collect and organize information. They need to be prepared to solve problems by gathering, analyzing, collaborating and communicating and collaborating with their classmates about data collection and analysis [2].
1 Florida Atlantic University, College of Education, Florida 2 Florida Atlantic University, College of Education, Florida
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Students in the twenty-first century are savvy consumers of technology and the presence of mobile and online media is ubiquitous in the lives of children and young adults. The immense popularity of social networking among this age group is the ability to develop and maintain online relationships among participants. Children and young adults use mobile and online media to participate in social networking, download videos and music, send messages, and gather information from a wealth of online resources [3]. Their ability to multitask the myriad online media resources is reflected in their increased time spent mastering these complex skills [4, 5]. Students demand material that is relevant and connected to their lives (Vahlberg), and rely on (mobile app) technology to direct their academic and personal lives. How to transform content rich science topics with societal implications into teachable lessons is a pedagogical challenge. One of the challenges is a lack of well-defined readily available tools to connect classroom science to real-world applications and situations. Though a few commercially developed software products are available in this venue, they often are not effective in terms of adoption by teachers to meet state standards, individual teaching styles of teachers and learning styles of learners. On the other hand, custom-made tools to enlarge the context of learning developed by teams of educators are available but with very limited circulation. Since early developments in video based anchors to connect classroom science to real world applications by the Cognition and Technology Group at Vanderbilt (CTGV) [6] (e.g., Jasper Series) there is a growing but limited production of research based technological tools available in this area. The Rescue at the Boons Meadows episode in the Jasper Series videos deals with mathematical problem solving built around the efforts to rescue an injured bald eagle from a remote location using an ultra-light aircraft [6]. Kumar and Sherwood [7] reported a simulation of water quality analysis using Isaac Walton’s method by school students in problem based learning and the associated episode revolving around pollution in a local river ecosystem.
In the webGALGOTIAS-based software Problem-based learning UNIVERSITY with nanotechnology students engaged in problem based learning in nanotechnology with societal connections in three modules: Catching the Rays, Going Green and Friend or Foe [8]. The Catching the Rays module deals with consumer decision-making in sunscreen selection – between regular sunscreens and those containing nano particles. The Going Green deals with the use of nano materials in fuel cells and the related environmental impact. The Friend or Foe module engages students to explore
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heath issues associated with nano particles. In a separate study the effects of the Catching the Rays module on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students (N = 46) were explored [9]. Pre- and post-tests were administered followed by a post-interview of six students. Results of pre- post- test data analysis showed a significant gain (t = -16.27, df = 45, p < 0.05) for conceptual understanding (pre-test Mean = 0.42, SD = 0.13; post-test Mean = 0.78, SD = 0.12), and a significant gain (t = -2.52, df = 45, p < 0.05) for attitude towards science (Likert Scale, pre-test Mean = 4.13, SD = 0.68; post-test Mean = 4.29, SD = 0.60). Analysis of interview data suggested, “subjects have an accurate perception that nanotechnology comes with risks and benefits to society,” and “have an accurate perception that nanotechnology is governed by society’s needs and that nanotechnology is used to help solve society’s problems.” Thus it is possible to integrate classroom science and societal applications of science meaningfully with the support of technological tools in problem based learning environments. However, how to make this connection practically feasible still remains a challenge. One pedagogical approach to tackle this challenge is to design QR code linked PBL activities within the K-12 classroom.
2. QR Codes Quick Response (QR) codes consist of a two-dimensional, square of black and white pixels that can hold 100 times more data than a traditional barcode. QR codes can be scanned by a smartphone, which then links to an Internet address allowing the user to gain more information about the product or service [10]. QR Codes were first used in Japan in supply chain applications to control automobile manufacturing and keep track of vehicle parts [11,12]. Since then, QR codes have gained popularity beyond the automotive industry and are now viewed as a significant technological benefit to society (see Fig 1). GALGOTIAS UNIVERSITY
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Figure 1. Sample QR code developed with QRstuff.com
Recently, a team of researchers from the University of South Dakota School of Mines and Technology created a tiny version of the codes that could be used to identify counterfeit money. The invention uses a QR code made of nanoparticles combined with blue and green fluorescent ink that can be sprayed onto surfaces such as glass, plastic film, or pictures. The nano-code remains invisible until placed under a near-infrared laser, making it ideal for helping identify counterfeit currency [13].
QR code technology is also been applied to various products including the transport, food, hospitality and tourism industries. Museums are using QR codes to provide additional information about exhibitions, as well as a means for identifying authentication of its’ artistic collections [12, 14].
2.1. QR codes for educational purposes As QR code technology advances, inroads have been made in the field of education. Educational leaders face ever-increasing demands from stakeholders to ensure that students are prepared to enter the workforce and navigate in a technological era. Research results suggest that computer technology application within the classroom supports students’ learning [15]. Educating students to become cognitively complex thinkers will enhance our economic competitiveness against other nations [16].
As computer designers have improved QR code technology applicability to SMART phones, educators are incorporating QR code technology into the school curriculum, as a learning tool, to enhance student knowledge. Instead of remaining constrained by traditional classroom instructional methods, educators and students are beginning to consider the powerful role that technology can play in creating an engaging learning environment. Students are encouraged to become activeGALGOTIAS learners by meaningfully connecting UNIVERSITY classroom science to societal applications with appealing, hands-on activities. Research results indicate that consistent contact with technology, early in life, motivates students to learn more efficiently. In a study by Yusof et al. [15] students were asked to collect relevant information on plants and animals while creating QR codes. Students learned how to design QR codes to enhance their knowledge of various plants and animals. The study revealed that QR technology facilitated students’ motivation and interests
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in the learning process. QR technology appeared to successfully increase students’ attention and awaken their curiosity on a number of science-related content. Often active learning is implemented through meaningful learning activities such as inquiry learning and problem-based learning.
QR codes can potentially add value to learning activities by encouraging students to create and share learning content [15] and engage students with different learning needs [17]. Crompton et al. [18], Robertson and Green [19], and Pérez-Sanagustín et al. [20] believe that QR codes to have a potential to facilitate active learning inside and outside the classroom.
2.2. Problem-Based Learning Problem-based learning (PBL) involves problem solving in real world context with the aim of developing higher order thinking and problem solving skills in students [21]. In PBL students are challenged to apply specific disciplinary knowledge to solve a problem in an authentic context. The advantage of a PBL is that it provides highly structured learning experiences for students through a series of steps that move students toward developing a specific set of skills. During the planning process, PBL teachers develop a number of society-based problem solving assignments that are progressively more complex. Each assignment should build on skills mastered in previous assignments. Ultimately, the assignments will provide students with the knowledge and skills to solve an authentic, real-world problem. In PBL students are motivated to think like scientists in developing creative solutions to societal problems involving science and technology [8, 22]. When students are engaged in “doing science” in authentic tasks related to society they gain skills and knowledge that are not only transferable to future situations by equipping themselves with the academic and career tools to succeed, but also enable them to see the interaction between science, technology and society. For details on the theoretical foundations of the use of multimedia anchors to enlarge the context of problem based learning in science by integratingGALGOTIAS societal/real-world applications UNIVERSITY see CGTV [6], Kumar and Sherwood [7], and Kumar [23].
2.3. PBL, QR code technology and the instructional environment PBL can be applied to real world challenges making possible the reality of cultivating inquiry skills in the classroom; this can be achieved through QR code technology instruction. QR code
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technology appeals to authentic problems in the context of real-world science content and science culture. Students are cognitively engaged in exploring meaningful problems, which require them to activate their prior knowledge to generate useful solutions to real world challenges.
One of the major drawbacks of the PBL instructional strategy is the practicality of providing authentic problem solving contexts that cultivate cognitive skills along with conceptual understanding. Combining PBL with QR code technology creates a hybrid instructional environment capable of bringing real-world science and culture into the classroom. By doing so, science becomes meaningful and relevant to students’ lives, thus developing in students an awareness of science in their own lives and, as a result, an awareness of Science in Society. QR codes have gradually made their way into the classroom. QR code readers permit students to digitally scan images that connect to relevant websites thus establishing engagement in student learning. Students are also able to make their own QR codes using free QR code maker (QR stuff.com) websites [5]. Once students select a research topic, they conduct an internet search to identify appropriate websites, which address and answer their research questions. The students copy the websites URL, paste it into the websites (QR stuff.com) field and a QR code is automatically generated. See Figure 1 for a sample QR code generated using QRstuff.com for a rearch topic: How LCD projectors work?
There are significant benefits to using QR codes in the classroom, particularly for students who find academic reading material too overwhelming and cognitively complex, both in terms of vocabulary and content. Teachers are able to differentiate learning by selecting websites geared to students’ reading proficiencies (Newsela) or by selecting the most appropriate literacy strategies to enhance and support student learning [5].
2.4. CreatingGALGOTIAS the pedagogical foundation for the UNIVERSITYQR code project A QR code generation project was conducted among elementary and high school students in Ohio [5]. The elementary students participated in PBL activities where they engaged in hands- on, learning activities and strategies to facilitate student learning, and the secondary students served as mentors. Prior to meeting with the elementary students the mentors gathered together with a group of teachers to discuss and select elementary learning strategies. The mentors were
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eager for the elementary students to participate in problem-based learning activities where they would consider sciences’ role in impacting favorable change in society. As a case in point, recently, there had been considerable discussion in the news and other media outlets about the role of invasive plant species in the Everglades National Park and the mentors believed that the elementary students would benefit from learning about some of those invasive plants that have been plaguing native plants in Florida’s Everglades National Park. The mentors selected YouTube video clips from the Discovery Channels television series: Dirty Jobs with Mike Rowe [24]. The video clips highlight a visit by Mike Rowe to the Loxahatchee wetlands. A team of investigators works within the refuge to remove Melaleuca plants and old world climbing ferns known as Lygodium, which smother other plants native to Florida. The high school mentors believed that it was important for elementary students to recognize the important societal role that science can play in protecting the fragile natural resources found in the Everglades.
The teachers encouraged the mentors to consider the role that state academic standards play in the selection of activities and assignments in K-12 classrooms before designing and creating science activities for the elementary students. The mentors decided that they would like the elementary students to conduct research projects in science that addressed the challenges of exotic, invasive plant species in the Everglades, so they googled science standards for Ohio and found an age-appropriate science strategy that they could align with their project. They selected Ohio State Standard (Ohio Learning Standards: Science: Grade 3: Life Science (LS) Behavior, Growth and Change: Explores life cycles of organisms and the relationship between the natural environment and an organism’s (physical and behavioral) traits, which affect its ability to survive and reproduce. According to 3.LS.3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environment. Worldwide, organisms are growing, reproducing, dying and decaying. The details of the life cycle are different for different organisms, GALGOTIASwhich affects their ability to survive UNIVERSITYand reproduce in their natural environment (http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Science/Ohios-Learning- Standards-and-MC/SciFinalStandards121018.pdf.aspx?lang=en-US). The mentors believed that these standards most closely fit with elementary PBL lesson and would allow them to tie in the use of QR codes to enhance the students developing understanding of invasive plant species impacting the Everglades National Park.
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In addition to the Ohio standards, the teachers provided the mentors with an overview of the available reading and writing strategies [25], the mentors selected several strategies to engage learners’ prediction skills: brainstorming and clustering of ideas, and think aloud and KWL strategies to help students refine their developing ideas, actively explore meaning as they read and organize their new knowledge. During brainstorming strategies mentors suggest a significant word from the text to be read, and the students are encouraged to quickly call out their association with that word. No one is allowed to criticize or challenge a suggestion and each contribution is highly valued. The mentor notes each contribution on the board. Brainstorming strategies help students realize what they already know about a topic, as well as address any misconceptions about a topic or idea. Clustering is used to help learners generate bigger, more developed ideas derived from brainstorming activities by linking ideas together. Clustering helps students discover what they already know about a topic that they will be studying and helps to reduce the anxiety learners feel as they attempt to comprehend new information.
To help students organize their ideas, the mentors chose think aloud strategies as they read websites. To be successful, the mentors needed to model the think aloud strategy by selecting a website passage, reading the passage aloud, and stopping repeatedly to make notes about what is being read, and ideas or questions generated from reading the passage. Mentors were taught how to describe their mental processing of the ideas being portrayed to the elementary students and how to record their ideas on paper for future reflection. Finally, the mentors chose the KWL strategy. This strategy would help the mentors recognize the elementary students’ prior knowledge about the topic while helping them make connections between new information and the knowledge they already possess. In KWL students list what they already know (K) about a topic, next they are asked what (W) they would like to learn about a topic and set purposes for reading andGALGOTIAS finally, after completing the reading, studentsUNIVERSITY are asked what they have learned (L) about a topic and whether they have achieved the goals they set or reading. Students also realize the misconceptions generated during brainstorming, which the careful reading of a passage clears up [25]. The mentors also learned how to use the software program (QR stuff.com) to generate their own codes from website URLs. Once they had completed several QR codes and
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understood how to implement the learning strategies, they were prepared to meet the elementary students.
3. Learning Strategies in the Project The mentors greeted the elementary students by introducing themselves and describing the project, which they were going to take part in for the day. The mentors showed elementary students a map of the United States and asked if a student could locate the state of Florida. Once the state was identified, the mentors asked the students to brainstorm any physical features of the state. Students volunteered a number of comments: Florida has a lot of beaches and is near the ocean. There are a lot of fish in the ocean. After additional conversation, the students’ attention was redirected to the Everglades and students again were asked to volunteer what they knew about the Everglades including the animals found in the Everglades. Students responded with comments such as plenty of alligators. One student mentioned that the landscape looked brown when flying over it, but it was green with a lot of water, swamps and plants when you were in the Everglades. All of the student comments were recorded on the white board in the front of the classroom. The mentors then began to ask the students if they were familiar with certain scientific vocabulary terms including: species, native and non-native (plants), invasive (plants and animals), habitat. Some of the students recognized the terms, but the majority appeared confused by the terms. The mentors show the YouTube video clips from a television program, Dirty Jobs with Mike Rowe [26]. After viewing the video clips, the students added some additional terms to the list on the white board: conservation efforts, melaleuca trees, airboats, firefighters.
Once of the mentors believed that they had assembled a sufficient number of vocabulary terms, they began to cluster some of the terms together. Students began to make connections among the terms. SomeGALGOTIAS of the connections included: Firefighters’ UNIVERSITY jobs: burning melaleuca trees, riding in airboats, protecting native plants. The mentors created a graphic organizer based on the students’ contributions during the clustering strategy (see Fig. 2).
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Figure 2. Example of clustering strategy
Next, the mentors told the elementary students that they would spend the rest of the time building on the idea of getting rid of bad (invasive) plants and trees (in the Everglades). The mentors created a KWL chart entitled, Invasive plants in the Everglades. Elementary students were asked to volunteer information on what they already (K) knew about invasive plants in the Everglades, what they (W) wanted to know more about and the mentors promised them that they would be able to fill the column: what they (L) learned about invasive plants in the Everglades once they finished the project (see Table 1). Students were told that scientists approached many of their research questions following a very similar format. They were also reminded that many scientists were asking similar questions about invasive plants and trees in the Everglades. Everyone’s goal is to make sure that people will be able to enjoy the beauty and wonder of Everglades National Park for many years, but first the big problem of invasive plants and trees must be solved.GALGOTIAS UNIVERSITY
Table 1. Invasive plants in the Everglades
What I already know What I want to know about What I have already learned about about invasive plants invasive plants in the about invasive plants in the in the Everglades. Everglades. Everglades.
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We know that: We want to know: What have we learned? Firefighters What other trees or burn invasive plants are invasive plants and in the Everglades? trees to protect What do these the good ones. invasive plants and Melaleuca trees look like? trees are Are good trees invasive trees damaged when the Firefighters firefighters burn the ride in airboats invasive plants and to burn the trees? trees Is firefighting a dangerous job (in the Everglades?)
3.1. Creating the Project-Based Lesson The elementary students were divided into smaller groups of 3-4 students per group and one mentor led each group. Each group then selected one of the questions to research from the KWL section: What I want to know about invasive plants in the Everglades? They were told that they would bring back their new information to the entire group at the end of the activity. After some negotiation,GALGOTIAS each group selected a question from theUNIVERSITY KWL chart and began the next stage of the activity, the online search for appropriate websites.
Each student was equipped with his/her own laptop and was comfortable using the devices to search websites for information. The first group selected the question: What other trees or plants are invasive in the Everglades? and found a number of resources related to this question. In fact,
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they were overwhelmed by the sheer volume of information available on the web related to the topic. Students found information on the following sites.
Invasive Plant Program https://www.nps.gov/ever/learn/nature/invasiveplantprogram.htm Exotic Vegetation Management Program https://www.nps.gov/ever/learn/nature/exoticvegprogram.htm Brazilian Pepper https://www.nps.gov/ever/learn/nature/loader.cfm?csModule=security/getfile&PageID=966760 Melaleuca Trees https://www.nps.gov/ever/learn/nature/loader.cfm?csModule=security/getfile&PageID=966759 OldWorldClimbingFern https://www.nps.gov/ever/learn/nature/loader.cfm?csModule=security/getfile&PageID=966758 Map distribution of the most common exotic plants in Everglades National Park https://www.nps.gov/ever/learn/nature/upload/DASM2013_map.pdf Elementary students from the other groups gathered around the first group and were excited to compare the different types of invasive species found in the Everglades. They compared each of the unique features of the plants and were particularly interested in the unique attributes of the Melaleuca trees, as they had learned about them during the YouTube video clips. Students were also interested to see the location of the invasive plants in the Everglades and compared that map found on the website to the actual map of Florida.
The students in the other groups urged their mentors to revise the KWL chart so that each group could investigate the different types of invasive plants and trees, rather than searching for their original topics. Students were also relieved that the other groups were willing to take on some of their research responsibilities and gladly shared their research with the other groups. Thus the KWL chart GALGOTIASwas revisited and the new research qu estionsUNIVERSITY were added (see Table 2).
Table 2. Invasive plants in the Everglades
What I already know What I want to know about What I have already learned about
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about invasive plants invasive plants in the about invasive plants in the in the Everglades. Everglades. Everglades.
We know that: We want to know: What have we learned? Firefighters Where are the burn invasive invasive plants and plants and trees located in the trees to protect Everglades the good ones. National Park? Melaleuca What other trees or trees are plants are invasive invasive trees in the Everglades? Firefighters Melaleuca trees ride in airboats Brazilian Pepper to burn the Old World trees Climbing Fern
Elementary students began to read the information found in each of the websites, but seemed overwhelmed by the complexity of the text as well as the unfamiliar scientific vocabulary, but they were still eager to learn as much as they could about their question. Mentors recalled the steps involved in the think aloud strategies and decided to use this strategy with their groups to help them comprehend the websites. Mentors began to read the group’s selected website as the students followed along with their own copy. The mentors stopped along the way to review new science-content vocabulary. Each time a new vocabulary word was identified and defined, the word wouldGALGOTIAS be added to the elementary students’ UNIVERSITYvocabulary learning logs and would later be added to the classroom Word Wall which appeared on large sheet of paper with space to add new words based on students reading. The mentors also demonstrated how they questioned the text to gain greater understanding or wrote notes to remind themselves to reread the section or passage or ask the teacher if they were still confused. Elementary students volunteered to read a section of the website and imitated the mentors’ reading habits of making predictions about the
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paragraph to be read, questioning the texts and identifying any potential questions that still remained unanswered.
As the elementary students read, the mentors observed how many of the students went back and forth between the website and the Google Search Engine as they entered new vocabulary terms, often becoming frustrated as they attempted to re-enter the long URLs in the search engine field. The mentors decided that the students were sufficiently prepared to learn the next step in the PBL project, the generation of the QR codes.
3.2. QR Code generation in an elementary classroom The elementary students were asked to save the research which they had collected up to that point and were directed to the large screen in the front of the room where one of the mentors uploaded the QR code maker (QR stuff.com) website. The mentors asked the students if they had ever heard of or seen a QR code. Several students had seen the codes, but were not sure how they worked. The mentor asked one of the students to volunteer a question. The students scanned the room and quickly one of the students shouted, how does a fire extinguisher work? The mentor loaded the question into the Google field. Immediately, the students were directed to a new website https://www.explainthatstuff.com/fireextinguisher.html where they read about the dangers of fire, the fire triangle and the different types of fire extinguishers and how fire extinguishers work. The mentor explained that one could continue to type in the long, often complex code found in many URLS or create a QR code which would immediately take the user to the website simply by scanning a square-shape bar code. Each student received an iPad which was already programmed with a QR code scanner app (TapMedia Ltd.) and they received a brief overview how to scan a QR code with the device. The mentor copied the URL: https://www.explainthatstuff.com/fireextinguisher.html and placed it inside the QR stuff.com field and suddenly a QR code was generated. The mentor downloaded the QR codeGALGOTIAS making it appear larger on the Smartboard UNIVERSITY at the front of the classroom (see Figure 1). The students came towards the Smartboard with their QR scanners, scanned the QR code and were excited to see how quickly they were linked to the website.
Immediately, they wanted to upload their websites into the QR code generator (QRstuff.com). Patiently, each group waited to have their URL uploaded to the QR code generator. After the
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each QR code was generated, each group received a hard copy of their QR code. Students began to move around the room sharing their QR codes while pointing out how the website which they had been working on suddenly appeared so quickly after having scanned the QR code. Students appeared to take notice of the unique aspects of the website including the images of the invasive plants and their unique physical characteristics. Students marveled at the beauty of the Brazilian Pepper tree with its colorful red berries, yet they compared the unique beauty of the tree with the damage that it had caused the Everglades ecosystem.
Elementary students began to make some suggestions on how to improve the information contained in the websites. Since they had spent so much time trying to figure out some of the scientific-content vocabulary within the website, they suggested that some of the terms could be hyperlinked to a glossary, so that students would be able to understand the terms and phrases: wetlands, ecology, impenetrable thickets without having to waste time trying to define the terms through the Google search engine or a class dictionary. They did add some of the new vocabulary to their classroom Word Wall, so that they would remember the vocabulary in the future. They also listed some of the questions that they wanted to continue to pursue, but had not been covered within the website: Do the chemicals poison the wildlife in the Everglades? Could the poisons make humans sick? What are some things that we can do to help to the Everglades?
To complete the lesson, as well as the KWL chart, the mentors asked the students to quickly summarize what they had learned about their group’s invasive plant or tree. The students selected one member of their group to write the summary as the members made suggestions about what to include in the summary. The mentors added the summaries to the KWL chart and the students also urged the mentors to include the QR codes in the KWL chart as important evidence in their research project (Table 3).
GALGOTIAS UNIVERSITY Table 3. Invasive plants and trees in the Everglades
What I already What I want to know about What I have already learned about know about invasive plants in the about invasive plants in the
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invasive plants in Everglades. Everglades. the Everglades.
We know that: We want to know: What have we learned? Firefighters Where are the burn invasive plants and The Everglades is one of the invasive trees located in the biggest parks in the USA and is at plants and Everglades National the bottom of Florida. It is the trees to Park? home of many special plants and protect the animals. They have problems with good ones. invasive plants that are killing the Melaleuca good plants. Something must be trees are done to protect the park! invasive trees What other trees or Firefighters plants are invasive in ride in the Everglades? airboats to Melaleuca trees Melaluca [sp] tree has been in burn the Florida for a long time. Pioneers trees used the tree to drain the swamps and build. The tree harms native plants in the Everglades. Scientists are using insects to eat the leaves of the Mel [sp] tree. Brazilian Pepper This tree looks very pretty and has GALGOTIAS UNIVERSITY white flowers and red berries. The tree is bad because it harms farms and forests in Florida. Sometimes the leaves can make our skin itchy. Scientists are still trying to figure out how to get rid of this tree.
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Some use chemicals, but they are dangerous. Old World Climbing People used this to make pretty
Fern gardens, but they are out of control and kill native trees. Sometimes fires climb up the vines and burn a bunch of trees. Scientists are using chemicals to kill these plants.
As the project was wrapping up for the day, the elementary students could be overheard commenting on how they enjoyed the project. Several students claimed that they felt like inventors when they located the websites and URLS, which then allowed them to generate QR codes. According to one student: “It is a like magic… suddenly you go from having weird, code which you dump in in a field and voila…you get this cool, little box that can be scanned. You are whisked off to a website…it is amazing!” Once students had returned to their assigned seats, the mentors asked them to quickly complete an Exit Slip describing s new fact or idea which they had learned, a suggestion that they would like to make or a question which they still had about the project. Comments ranged from concerns that students had about the delicate ecosystem in the Everglades as well as possible negative effects of invasive plants and animals in their neighborhoods. Many of the students lived on farms and were familiar with family conversations about the health and well being of the crops. Students recognized that invasive plants might seriously damage their own harvests.
Other students made several suggestions about the project as well as ideas for further QR code implementationGALGOTIAS in the school. One student mentioned UNIVERSITY that his grandfather wanted to bring him his lunch, but got confused trying to find the main office. If he saw a QR Code he could just scan it, and a map of the school could pop up and he could find his way! Others suggested placing QR codes throughout the school building to let visitors know where they might locate the nurse’s office, the cafeteria and they gym. Students also came up with creative ideas for using QR codes including creating a school scavenger hunt where other classmates would have to
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identify information embedded in QR codes. Once the participants solved all the messages, they would win a prize. Students also commented that they were excited to show their friends and families how to scan the QR codes to additional information in advertisements.
4. Discussion The QR code PBL science activity in the context of societal applications reveals that QR codes specifically were used as a powerful learning tool to enhance student knowledge of scientific challenges. Comments from the third-graders suggested that they were excited to be part of PBL communities that engaged in hands-on, activities where they collected relevant information on plants and then designed QR codes to enhance their knowledge and awaken their curiosity on invasive plants in the Everglades. Several of the students suggested placing QR codes to around the school building to guide parents and new students to important locations including the nurse’s office, lunchroom and the gymnasium. The important role that effective pedagogical strategy implementation in PBL learning cannot go unmentioned. The mentors carefully applied strategies such as KWL and other prediction strategies to initiate learning while constantly encouraging elementary students to share ideas and developing insights through Think Aloud strategies. Students were asked to elicit their developing background knowledge, question, and refine their understanding to enhance their learning. These reading and writing strategies embrace an active learning environment with a societal connection that is at the core of PBL instruction.
In PBL students are motivated to think like scientists in developing creative solutions to societal problems involving science and technology (Kumar, 2015; Purichia, 2015). Students are engaged in “doing science” gain skills and knowledge that are not only transferable to future situations by equipping themselves with the academic and career tools to succeed but also enable them to seeGALGOTIAS the interaction between science, technology UNIVERSITY and society. Connecting science, technology, and society is a key element in preparing students for the future although any one instructional practice should not be deemed a one-size-fits-all approach to teaching and learning. “Ongoing developments in the field of neuroscience show an emerging connection between the critical role of context and learning. Enriched contexts are essential to engaging students in problem-based learning in STEM. Multimedia platforms are quite suitable
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for developing enriched contexts to enhance problem-based learning in STEM education” [27, p. 6]. QR code technology instruction helps to enhance PBL, making it one of the most practical instructional designs to equip students with knowledge and cognitive skills needed to address 21st century challenges.
5. Recommendations and Implications Problem based learning in science in the context of societal application through QR code should be implemented in schools and with different age group and student populations including students with learning challenges or children, for whom English is not their native language. Meaningful technology applications and instruction should engage ALL students in a variety of subject areas. Although, both elementary students and mentors felt a great sense of accomplishment and enjoyment in PBL facilitated through QR code, it is difficult to determine if this activity contributed to greater technology integration within the classroom or school. The activity was part of a brief visit by a group of motivated and enthusiastic high school students – mentors, who were eager to share their knowledge with younger, elementary students. Teachers should be encouraged to provide students with active, technology-enhanced learning environments such as QR code. It is essential that teachers be invited to meaningful and consistent in-service training where they are exposed to academically enriching QR code technology which they will be able to adapt to the unique needs of their students. Students need to have a good basis for strategies to help them build the knowledge for meaningful integration of QR codes in society-based problem solving activities in science.
References [1] Kumar, D. D. & Chubin, D. E. 2000. Science, technology, and society: A sourcebook on research and practice. New York; Plenum Publishers.
[2] Lapp, S.I.GALGOTIAS & Ariza, E.W. 2018. Technology and ELLs UNIVERSITY in Middle School. In Liontas, J. (Ed.), The TESOL Enclycopedia of English Language Teaching. John Wiley and Sons, Inc. Retrieved from DOI:10.1002/9781118784235.eelt067.
[3] Vahlberg, V. 2010. Fitting into their lives: A survey of three studies about youth media usage. Retrieved from https://www.americanpressinstitute.org/wp-content/uploads/ 2013/09/NIE_Fitting_into_their_lives.pdf.
[4] Roberts, D. F., Foehr, U. G., & Rideout, V. J. 2005. Generation M: Media in the lives of 8–18 year-olds. Menlo Park, CA: Henry J. Kaiser Family Foundation.
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[5] Lapp, S.I. & Draginoff, A.C. 2017. Establishing learning opportunities for children with mobile apps. Paper presented at the 2017 Association of Ubiquitous Collaboration Educators International (AUCEi) Annual Meeting and Conference. Trinity College, Dublin, Ireland.
[6] Cognition and Technology Group at Vanderbilt. 1997. The Jasper Project: Lessons in Curriculum, Instruction, Assessment, and Professional Development, 1st ed. Mahwah: Erlbaum.
[7] Kumar. D. D. & Sherwood, R. D. 2007. Effect of a problem based simulation on the conceptual understanding of undergraduate science education students. Journal of Science Education and Technology 16(3), 239-246.
[8] Kumar, D. D. 2015. A study of web based anchors in nanotechnology for problem-based science learning. Journal of Nano Education 7(1), 58-64.
[9] Kumar, D. D. & Yurick, K. A. 2018. Web-assisted problem-based learning in nanotechnology and quality of student learning in elementary science. Journal of Materials Science Education 40(1-2), 29-58.
[10] Abdul Rabu, S.N., Hussin, H., & Bervell, B. 2019. Education and Information Technologies 24, 359. https://doi.org/10.1007/s10639-018-9779-2
[11] Rouillard, J. 2008. Contextual QR codes, Proc. -3rd Int. Multi-Conf. Comput. Glob. Inf. Technol. ICCGI 2008 Conjunction with ComP2P 2008 1st Int. Work. Comput. P2P Networks Theory Practice, 50–55.
[12] Pillai, A. E., Prakash, D., Al-Marhoobi, N. A., & Shrivastava, M. 2017. Application of QR codes in tourism industry: A review of literature. International Journal of Computer Technology & Applications 8(6), 678–687.
[13] Trew, J. 2012. New 'nano-code' could help fight banknote forgery by embedding invisible QR-style. Retrieved from ciphershttps://www.engadget.com/amp/2012/09/13/new-nano-code-could-help-fight-banknote-forgery-by- embedding-i/.
[14] Rivers, D. 2009. Utilizing the quick response (QR) code within a Japanese EFL environment. JALTCALL Journal 5(2), 15–28.
[15] Yusof, S., Goolamally, N., Latif, L. A., & Fadzil, M. 2012. Using QR codes in enhancing learning in elementary statistics. In 12th international conference of information (ICI12), 12–13 December 2012, Kuala Lumpur, 312–321.
[16] Darling-Hammond, L. 2011. The mess we are in. Retrieved from http://engagedintellectual.wordpress.com/2011/08/04/fabulous-speech-by-linda-darling-hammond/.
[17] Chen, N., Teng, D., & Lee, C. 2010. Augmenting paper-based reading activities with mobile technology to enhance reading comprehension. Proceedings of the 6th IEEE international conference on wireless, mobile, and ubiquitous Technologies in Education, 201- 203. Retrieved from https://doi.org/10.1109/WMUTE.2010.39.
[18] Crompton, H., LaFrance, J. & van’t Hoof, M. 2012. QR codes 101. Learning & Leading with Technology 39(8), 22–23. GALGOTIAS UNIVERSITY [19] Robertson, C. & Green, T. 2012. Scanning the potential for using QR codes in the classroom. Techtrends: Linking Research & Practice to Improve Learning 56(2), 11–12.
[20] Pérez-Sanagustín, M., Parra, D., Verdugo, R., García-Galleguillos, G., & Nussbaum, M. 2016. UsingQRcodes to increase user engagement in museum-like spaces. Computers in Human Behavior 60, 73–85.
[21] Gallagher, S. A. & Gallagher, J. J. 2013. Using Problem-Based Learning to explore unseen academic potential. The Interdisciplinary Journal of Problem-Based Learning 7, 111-131. Available at: http://dx.doi.org/10.7771/1541- 5015.1322.
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[22] Purichia, H. 2015. Problem-Based Learning: An inquiry approach. The Interdisciplinary Journal of Problem- Based Learning 9(1). Retrieved from http://dx.doi.org/10.7771/1541-5015.1522.
[23] Kumar, D. D. 2010. Approaches to video anchors in problem-based science learning. Journal of Science Education and Technology 19(1), 13-19.
[24] Dirty Jobs with Mike Rowe. 2010. YouTube Video, October 30, 2018. The Discovery Channel and Mike Rowe visited Loxahatchee NWR on October 26, 2010 where a team of investigators worked to remove Melaleuca plants within the refuge and the YouTube video retrieved from https://youtu.be/Jz79qgNSh_o depicting South Florida Water Management District’s (SFWMD) attempts to eliminate old world climbing ferns known as Lygodium which smothers other plants native to Florida.
[25] Daniels, H. & Zemelman, S. 2014. Subjects Matter: Exceeding standards through powerful content area reading (2nd Ed.). Heinemann.
[26] Dirty Jobs with Mike Rowe. n.d. Youtube video retrieved from https://youtu.be/RSoB48P8CZ0, https://youtu.be/1NOwdMpWxEE.
[27] Kumar, D. D. 2016. Neuroscience basis of context in multimedia enhanced problem- based STEM learning. The Researcher 1(2), 2-8.
GALGOTIAS UNIVERSITY
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NEWS COVERAGE OF ENVIRONMENTAL ISSUES IN PRINT MEDIA: A STUDY OF TWO DAILIES PUBLISHED FROM HIMACHAL PRADESH
News coverage of environmental issues in Print Media: A Study of two dailies published from Himachal Pradesh
Pawan Koundal 1
Abstract Over the years, the environment has changed and becomes a major concern for people. Due to human intervention, it has a negative effect on every living being on earth. Research shows that there is a lack of awareness of these issues and people sometimes involve themselves unintentionally compromise with the environment. The role of the media is rapid and effective in influencing people's mentality and sensitizing them to the importance of protecting planet Earth from all the adverse effects of environmental degradation. The rural environment India faces threats such as deforestation, climate change, landslides, extreme weather conditions, among others, there is a need to implement better mass communication practices by media houses that can inform people about various environmental issues in rural areas. For the rural population, print media, radio and television are still the main source of information. The study focuses on how the newspapers address environmental issues in Himachal Pradesh. In order to find out about the approach of the newspaper to environmental stories, the content analysis of the two Himachal Pradesh dailies was carried out for one week. The analysis is done by classifying news items based on various categories of environmental issues. In this study, two newspapers Divya Himachal and Dainik Jagran have been analyzed. Divya Himachal is the flagship Hindi Daily of Himachal Pradesh and the only ‘owned’ print media house in the state. On the other hand, the Himachal edition of Dainik Jagran was chosen for the study, as it tops the circulation figures in the recent IRS survey published in January 2019 and its Himachal edition is very popular. In this study, a content analysis was applied to detect the news coverage of environmental issues in the two dailies for one week. The main focus of the content analysis for this study is to analyze the number ofGALGOTIAS stories published on environmental UNIVERSITY issues, space and their placement in the newspaper. The limitation of the study is the print media coverage of the environmental issues of two newspapers published from Himachal Pradesh.
Keywords: Environment, Pollution, Climate Change, Dainik Jagran, Himachal Pradesh, Divya Himachal
1 Assistant Editor, Department of Publications, Indian Institute of Mass Communication, New JNU Campus, New Delhi
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1. Introduction
The environment is a fundamental requirement for all the living beings of mother earth and it should be protected from the bad effects created by the human intervention. The environment issues need to addressed in an effective manner and people should be sensitized to protect the nature. There are many environmental issues which people worry about like public health, waste disposal, over population, water and air pollution, loss of biodiversity, deforestation, ecosystem and the climate change. These are some pressing issues which need to be addressed adequately. People consciously or subconsciously contribute in the degradation of environment; hence they should be sensitized about these issues so that they can avoid doing hazard to the environment. Over the previous few centuries, environmental issues have grown in salience and obtained the status of a global news agenda (Anderson, 1997). The role of the media in informing and educating people about different measures to protect the environment and raising awareness through news articles, columns, editorials, debates and discussions comes here. Media used to provide people with latest information of the society and help them to live a better life. Media is helping people to to shape their perception through its diverse content. The media plays a key role in informing people about various aspects of society and sensitize about the issues for taking stand by the people. Media is not only confined to the four walls ofnews but, it also entertains, educates, informs and facilitates cultural transformation between generations (Smith, 2011).
One of the most popular and efficient forms of mass communication is the print media. In transforming and educating society, it played an important role. With more in depth news and analysis, print media influences and shapes the perception of readers. Print media has the benefit of creating a longer influence on the minds of the reader, with more in-depth coverage and investigation (Patil, 2011).
Newspapers play an important role in providing information to people in the far-flung areas where the reach of electronic media is not possible. In the rural India, newspapers are still one of the popularGALGOTIAS media forms among the rural masses. UNIVERSITY
2. Review of Literature
Print media is regarded to be the first type of mass communication, since Gutenberg (1447) invented typography, which effectively revolutionized printing technology and allowed mass production of books and other printed content (Koundal, 2017). In the Indian context, newspapers are particularly important; bearing in mind that the circulation of print is increasing in Asia, but declining in mature Western markets (Parveen, 2016).
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In their research on the effect of education, age, newspapers and television on environmental awareness, issues and behaviors, Ostman and Parker (1987) discovered that the use of newspapers for environmental data was favorably linked to the attention given to environmental content in mass media and environmental concerns.
Lucas (2013) researched the environmental coverage content of two major Indian dailies in English language. The findings indicated that, compared to The Times of India, The Hindu paid more attention to environmental issues. In 31 prominent English-language Indian newspapers, Dutt, Garg and Bhatta (2013) examined environmental coverage and discovered that climate change and global warming were given the highest priority.
3. Objectives
a) To analyze coverage patterns environment issues in the print media of Himachal Pradesh; b) To identify the categories of news related to environment issues and their placing on pages.
4. Research methodology
As mentioned, the main focus of this study is to analyze the coverage of environmental issue in the print media of Himachal Pradesh hence the content analysis is the most suitable research method for this. Kerlinger (1986) defined content analysis as a method of studying and analyzing communication in a systematic, objective, and quantitative manner for the purpose of measuring variables.
In this study, a content analysis was applied to detect the news coverage of environmental issues in the two dailies for one week (16th February to 22nd February 2019). The main focus of the content analysis for this study is to analyze the number of stories published on environmental issues, space and their placement in the newspaper. The limitation of the study is the print media coverage GALGOTIASof the environmental issues of two newspapers UNIVERSITY published from Himachal Pradesh.
4.1 Unit of Analysis This study focused on newspaper coverage given to the environmental issues by two dailies published from Himachal Pradesh, the news articles were analyzed on the following categories: 1. Categories of news items 2. Total News Coverage 3. Number of Columns
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4. Number of photos 5. Statistical Analysis of Data and Interpretation
The statistical analysis was conducted to analyze the coverage of environmental issues in both the newspapers. The entire data was fed into master tables. Small tables were derived from them for the analysis. Simple calculations method was used for analysis of the coverage of the environment issues.
5.1: Total Coverage of Environment Issues
Table 1 shows that the total coverage by Dainik Jagran and Divya Himachal on environmental issues. Dainik Jagran has published 28 stories of environmental issues during one week; accordingly the frequency of stories is 4 stories per day. Divya Himachal has published total 21 stories of environmental issues during one week; accordingly the frequency of stories is 3 stories per day.
Table 1: Total Coverage of Environmental issues in Dainik Jagran, Dharmashala Edition and Divya Himachal
Period of Study Dainik Jagran Divya Himachal Total Stories published onTotal Stories published on environment issues environment issues 7 days, 28 21 February 16 to 22, 2019
5.2: Placement of Stories
Table 2 shows the placement of environmental stories in both the newspapers. In Dainik Jagran, 21.42 % stories were placed on front page and rests were placed on other pages. Divya Himachal has published 14.28% stories on front page and rests were placed on other pages.
Table 2: PlacementGALGOTIAS of Stories in Dainik Jagaran UNIVERSITY and Divya Himachal
Newspaper Total StoriesFront Page Other pages %age (Front%age Page) (Other pages) Dainik Jagran 28 06 22 21.42 78.57 Divya Himachal21 03 18 14.28 85.71
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5.3: Format of Stories
Table 3 shows the format of stories appeared in both newspapers. The news format stand at equal position with 85.71% each, 4.75% feature, 10.71% editorial in Dainik Jagran and 9.52 in Divya Himachal and 1 photo published in Dainik Jagran (3.5%).
Table 3: Format of Stories Newspaper Total Stories News Feature Editorial Photo Dainik Jagran 28 24 0 3 1 % age 85.71 0 10.71 3.5 Divya Himachal 21 18 1 2 0 %age 85.71 4.75 9.52 0
5.4: Categories of News Table 4 shows the category-wise stories published in both newspapers. It can be observed that weather stories find maximum space in both the newspapers followed by air pollution stories. In both newspapers climate change is at equal position. Dainik Jagran covered water resources and garbage pollution related stories but Divya Himachal did not cover any stories on this subject, however Divya Himachal covered more wildlife stories than Dainik Jagran.
Table 4: Categories of news
Newspaper Total Categories Stories Air Climate Weather Water Garbage Wildlife Pollution Change Resource Pollution Dainik Jagran 28 5 1 16 3 2 1 % age 17.85 3.57 57.14 10.71 7.14 3.57 Divya 21 3 1 15 0 0 2 Himachal %age 14.28 4.76 71.42 0 0 9.52
5.5: NumberGALGOTIAS of columns UNIVERSITY It is found that out of total 28 stories on environment issues published in Dainik Jagran, 13 stories were placed in 4 columns (being the highest) followed by 2, 3 1 and 5 columns. Out of 21 stories of Divya Himachal, 6 were placed in 4 columns followed by 2 (being the highest) , 1, 3 and 5 columns.
Newspapers Number of columns 5 4 3 2 1
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Dainik Jagran 1 13 4 7 3 Divya Himachal 1 6 3 7 4
Conclusion
This study reveals that the Dainik Jagran has published total 28 stories related to environmental issues and Divya Himachal has published total 21 stories during the period included in the study. Dainik Jagran is a bit ahead of Divya Himachal in terms of the frequency of stories published each day. Regarding publishing environment stories on Front Page, Dainik Jagran was again ahead of Divya Himachal in this category. The findings further reveal that the both the newspapers used the news format the most for publishing environment stories followed by editorial and features. It is found in the study that weather stories found maximum space in both the newspapers followed by air pollution stories, climate change, water resources and wildlife stories.
Regarding giving space to the environment issues, Dainik Jagran had placed most of the stories in 4 columns whereas Divya Himachal had placed most of the stories 2 columns.
It can be concluded that that both the newspapers have given considerable space for these stories. It shows that print media has been placing a good number of stories on environment and playing an important role in sensitizing the masses.
References [1]. Anderson, A. (1997) Media, Culture and the Environment. London, UK: UCL Press [2]. Dutt, B., Garg, K. C., & Bhatta, A. (2013). A quantitative assessment of the articles on environmental issues published in English-language Indian dailies. Library and Information Studies, 60(3). [3]. Lucas, A. (2013, October). Print Media’s Coverage on Environmental Issues in India. Paper presented at Garden City College National Seminar, Bangalore. Retrieved from https://arunicecream.wordpress.com/2013/10/23/printmedias-coverage-on-environmental-issues-in-india- apaperGALGOTIAS-presented-on-22nd-tuesday2013-in-garden-citycollege UNIVERSITY-bangalore. [4]. Ostman, R.E., and Parker, J.L. (1987) Impact of Education, Age, Newspapers and Television on Environmental Knowledge, Concerns and Behaviors, Journal of Environmental Education 19(1) [5]. Parveen, H. (2016). A Study of the Coverage of Environment and Sustainable Development in Indian English Dailies. IMS Manthan (The Journal of Innovations). 11. 10.18701/imsmanthan.v11i02.7765. [6]. Smith (2011). Social Media and Politics. In T. Thomas, D.David (Eds.), New Media, Campaigning and 2008 Facebook election. Routledge. [7]. Patil M.D. (2011). Recent trends of Print Media in Development Communication. Global Media Journal (2) [8]. Kerlinger, F.N. (1986). Foundations of behavioural research (3rd ed), New York: Holt, Rinehart and Winston.
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[9]. Koundal, P. (2017). Globalisation and print production techniques. Retrieved from https://epgp.inflibnet.ac.in/view_f.php?category=1734
[10]. Dainikjagran.com
[11]. Divyahimachal.com
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Annexure 1
Master Table : Dainik Jagran
Sr. Date Page Other pages Category Format Columns 1 16-Feb, Front Page Front Page Weather News 4 2 2019 3 Other Pages Weather News 2 3 3 Other Pages Weather News 2 4 5 Other Pages Water Resource News 4 5 12 Other Pages Air pollution News 2 6 4 Other Pages Weather News 2 7 6 Other Pages Water Resource Editorial 1 8 17-Feb, Front Page Front Page Weather News 3 9 2019 4 Other Pages Weather Editorial 1 18-Feb, 4 Other Pages Garbage News 4 10 2019 pollution 11 19-Feb, 2 Other Pages Air pollution News 4 12 2019 2 Other Pages Air pollution News 4 13 3 Other Pages Weather News 3 14 20-Feb, Front Page Front Page Weather Photo 4 15 2019 3 Other Pages Weather News 4 16 4 Other Pages Water Resource News 4 17 21-Feb, Front Page Front Page Weather News 4 18 2019 2 Other Pages Weather News 2 19 3 Other Pages Weather News 3 5 Other Pages Garbage News 4 20 pollution 8 Other Pages Weather Editorial 2 21 22 22-Feb, Front Page Front Page Weather News 4 23 2019 3 Other Pages Weather News 5 24 3 Other Pages Air pollution News 4 25 5 Other Pages Wildlife News 3 26 2 Other Pages Climate change News 2 27 10 Other Pages Air pollution News 4 28 GALGOTIASFront Page Front Page Weather UNIVERSITY News 1
Annexure 2 Master Table 2 : Divya Himachal, Dharmashala Edition
Days Date Page No. Other Pages Category Format Columns 1 16-Feb, 4 Other pages Weather News 2 2019 5 Other pages Wildlife News 4 2
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3 17-Feb, 4 Other pages Weather News 4 2019 11 Other pages Environment ProtectionFeature 2 4 5 18-Feb 4 Other pages Weather News 1 6 19-Feb, 3 Other pages Air pollution News 3 7 2019 3 Other pages Wildlife News 4 8 3 Other pages Weather News 3 8 Other pages Air pollution Editorial 4 9 10 20-Feb, 4 Other pages Weather News 2 11 2019 4 Other pages Weather News 1 12 4 Other pages Weather News 1 8 Other pages Air pollution Editorial 2 13 21-Feb, Front Page Front Page Weather News 5 14 2019 15 22-Feb, 2 Other pages Weather News 2 16 2019 2 Other pages Weather News 4 17 2 Other pages Weather News 2
18 2 Other pages Weather News 2
2 Other pages Weather News 1 19 20 Front Page Other pages Weather News 4 21 Front Page Front Page Weather News 3
GALGOTIAS UNIVERSITY
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EMPOWERING WOMEN ENTREPRENEURSHIP THROUGH SHGs IN RURAL INDIA
Empowering Women Entrepreneurship Through SHGs in Rural India Lalit Kumar Sharma1
Abstract
Women are the pillar of Indian economy as Indian economy is largely governed by rural factors. The success of rural factors in Indian economy can be understood with the success of women entrepreneurship. In recent time, we have seen that lots of initiatives have been taken to promote women entrepreneurship in rural India. One important initiative is SHG which is creating the positive impact on the growth of women entrepreneurship in rural areas. The objective of the study is to find the challenges in front of SHG and developing competent strategies to meet with these challenges as well as identify the changes for sustainability of SHG in rural India. This study is also an attempt to find out the difficulties in establishment of SHG in rural India and measuring Impact of growth in women entrepreneurship on Indian society.
Key Words: Micro Finance, Self Help Group, Socioeconomic development, Globalization, Mass education, Industrialization, Strategic leaders, Differential information, Barriers.
1. Introduction
In India, Self facilitate teams or SHGs represent a novel approach to monetary intercession. The approach combines access to cheap monetary services with a method of self management and development for the women (WHO square measure SHG members). The theme of small finance through Self facilitate teams (SHGs) has transferred the important economic power within theGALGOTIAS hands of women and has significantly UNIVERSITY reduced their dependence on men. This has helped in direction of women and building certainty, however lack of education usually comes within the approach and plenty of a times that they had to hunt facilitate from their husbands for day-after-day work viz; bank, accounts, etc. SHGs are formed and supported usually by
1 Associate Professor, Jaipuria Institute of Management, Ghaziabad Uttar Pradesh, India.
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NGOs or (increasingly) by Government agencies (Ghadoliya M.K). They are not linked solely to banks however additionally to wider development programmes, SHGs measure seen to confer several edges, both economic and social. SHGs change women to grow their savings and to access the credit that banks square measure progressively willing to lend. SHGs can even be community platforms from that women become active in village affairs, indicate native election or take action to handle social or community problems (the abuse of women, alcohol, the dower system, schools, and water supply). The National Bank of Agriculture and Rural Development (NABARD) estimates that by March 2006 over 33 million women have been linked to banks for financial services through 2.2 million SHGs. 'Linkage' is defined by NABARD as taking a loan from a bank, although banks in fact first become linked to SHGs by taking their deposits.
NABARD is proud to say that the Self Help Group - Bank Linkage Programme, which is the largest microfinance programme in the world, today touches 10 crore households through more than 85 lakh SHGs with deposits of about Rs 16114 crore and annual loan off take of Rs 38800 crore and loan outstanding of nearly Rs 61600 crore. (Source: NABARD, Status of Microfinance in India 2016-17).
1.1 Functions of SHGs
Create a common fund by the members through their regular savings. Flexible working system and pool the resources in a democratic way. Periodical meeting. The decision making through group meeting. The loan amount is small and reasonable, So that easy to repay in time.
The rate of interest is reasonable, varying group to group and loan to loan. However, it's very little moreGALGOTIAS than the banks however less than the cashUNIVERSITY lenders. Microfinance programmes like the Self-Help Bank Linkage Programme in India have been increasingly hailed for their positive economic impact and the empowerment women. This is supported the read that women square measure a lot of seemingly to be credit unnatural, have restricted access to wage labour market and have limited decision-making and bargaining power within the household. (Bali Swain, 2006)
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1.2 The concept of SHG is based on the following principles:
Assist supplemented with mutual facilitate may be a robust vehicle for the poor in their socioeconomic development; Participative monetary services management is a lot of responsive and efficient; Poor need not solely credit support, but also savings and other services; Poor can save and are bankable and SHGs as clients, result in wider outreach, lower transaction cost and much lower risk costs for the banks; Creation of a typical fund by contributive little savings on an everyday basis; Flexible democratic system of working; Loaning is done mainly on trust with a bare documentation and without any security; Amounts loaned square measure little, frequent and for short duration; Defaults square measure rare primarily because of cluster pressure; Periodic meetings non-traditional savings. (Ghadoliya M.K)
Context of change which influence the growth of women entrepreneurship in India are:
Increasing globalization Impact of Technology Impact of Media and Impact of other cultures Impact of social, economic, and political cross currents of the world Unforeseen and unanticipated events across the world (Parikh. 1995)
1.3 Socio-Cultural Context of Women
Each country over centuries evolves a cultural heritage, which is carried by its institutions and people. Each cultureGALGOTIAS evolves a social design with social UNIVERSITY structures and its processes to maintain the society. The socio-culture context has institutions, traditions and rituals, which fosters values of living, modes of making choices and meanings in relationships. Society designs and defines roles for its women and men both in family and home settings as well as occupational and work settings.
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Each country has a cultural, social, religious and political history with its ideology and philosophy. This influences both social and occupational roles that have enduring roots. Each society has economic developmental thrust through industrialization and thereby designs new occupational roles for both its women and men. Alternative models of occupational roles are logically and rationally understood but not emotionally responded to by the society (Parikh,1995)
1.4 The Needs of Women Entrepreneurs in India
1) A lot of and higher access to finance/credit.
2) Access to business support and data, together with higher integration of business services.
3) Training on business issues and related issues.
4) Better access to local and foreign markets.
5) Day care centers & nurseries for children, and also for the elderly;
6) Positive image-building and alter in mentality amongst women, whereby women see themselves as capable achievers and build up confidence.
7) Breaking through ancient patrons and structures that inhibit women’s advancement.
8) Role modeling of women in non-traditional business sectors to break through traditional views on men’s and women’s sectors.
9) More involvement and participation in legislation and decision-making processes. 10) RemovingGALGOTIAS of any legislation that impedes women’s UNIVERSITY free engagement. 11) Awareness-raising at the governmental furthermore as non-public level very|to actually} and really produce entrepreneurial opportunities and not simply programs that remain paper.
1.5 Problems Faced By Women Entrepreneurs In India
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1. Women hardly move with different women. This leads to a negative impact on their networking skills.
2. The areas, where one can see women acting as entrepreneurs, are in the very typical women's sectors of 3Ps.
This is additionally the world, where women are accepted in society to be experts in and thus have the capacity for entrepreneurial activities.
3. It's clear that women have the responsibility of getting children and taking care of them.
Very few societies settle for fathers absorbing the role of staying home and taking care of the youngsters. Once these youngsters square measure sufficiently old to require take care of them, they have to bear an additional responsibility of taking care of elder parents.
4. Women are very critical when it comes to them – Can I really do this, am I good enough, maybe I have to learn more, others can do it better. It is quite interesting that many successful women have been educated in only girl’s colleges and schools, which often deliver a safe environment to try out ones personal strengths, learn to overcome weaknesses and be proud of one.
5. Discrimination – it's exhausting to believe however women square measure still treated otherwise in our society. Women do get lower salaries compared to men doing an equivalent job; women don't have access to men dominated networks.
6. Missing networks – Through centuries business men have build up their networks but women still have to learn to catch up.
7. A lot of women tell stories about not being taken serious by bankers, when they wanted to get a loan GALGOTIASfor their business. UNIVERSITY
Often enough, they have to bring their husbands or fathers to be able to be heard and receive financing. So, the domination of men within the banking world may be a downside.
1.6 The Challenges Faced By Women Entrepreneurs In India
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One of the foremost obstacles baby-faced by women entrepreneurs has been that they're not taken seriously.
Even though women have achieved credibility as competent entrepreneurs in areas such as retail, personal services and business services, perceptions that women-owned businesses are less successful, credit worthy & innovative continues to be a barrier.
1.7 The success of any strategy of women empowerment depends upon the following factors:
1. Level of education, hard work
2. Social custom
3. Family planning, small family
4. Health, medical services, cleanliness
5. Environment, tree growing, kitchen, gardening. (Ghadoliya M.K)
Rural women will learn at their own pace on the idea of handiness of time. Technology helps them around the clock access on student support services. 1.8 Steps taken by Government to promote women entrepreneurs
The Government of India has also formulated various training and development cum employment generations programs for the women to start their ventures.
Development of women has been a policy objective of the government since independence. Until the 70s the concept of women’s development was mainly welfare oriented. In 1970s, there was a shift from welfare approach to development approach that recognized the mutually GALGOTIASreinforcing nature of the process of UNIVERSITY development. The 80s adopted a multi- disciplinary approach with an emphasis on three core areas of health, education and employment. The First Five-Year Plan (1951-56) envisaged a number of welfare measures for women. Establishment of the Central Social Welfare Board, organization of Mahila Mandals and the Community Development Programmes were a few steps in this direction. In the second Five-Year Plan (1956-61), the empowerment of women was closely linked
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with the overall approach of intensive agricultural development programmes. The Third and Fourth Five-Year Plans (1961-66 and 1969-74) supported female education as a major welfare measure. The Fifth Five-Year Plan (1974-79) emphasized training of women, who were in need of income and protection. This plan coincided with International Women’s Decade and the submission of Report of the Committee on the Status of Women in India. In1976, Women’s welfare and Development Bureau was set up under the Ministry of Social Welfare. The Sixth Five-Year Plan (1980-85) saw a definite shift from welfare to development. It recognized women’s lack of access to resources as a critical factor impending their growth. The Seventh Five-Year Plan (1985-90) emphasized the need for gender equality and empowerment. For the first time, emphasis was placed upon qualitative aspects such as inculcation of confidence, generation of awareness with regards to rights and training in skills for better employment. The Eight Five-Year Plan (1992-97) focused on empowering women, especially at the Gross Roots Level, through Panchayati Raj Institutions. The Ninth Five-Year Plan (1997-2002) adopted a strategy of Women’s Component Plan, under which not less than 30 percent of funds/ benefits were earmarked for women related sectors. The Tenth Five-Year Plan (2002-07) aims at empowering women through translating the recently adopted National Policy for Empowerment of Women (2001) into action and ensuring Survival, Protection and Development of women and children through rights based approach. At present, the Government of India has over 27 schemes for women operated by different departments and ministries. Some of these are:
Integrated Rural Development Programme (IRDP) Khadi And Village Industries Commission (KVIC) Training of Rural Youth for Self-Employment (TRYSEM) Prime Minister’sGALGOTIAS Rojgar Yojana (PMRY) UNIVERSITY Entrepreneurial Development programme (EDPs) Management Development programmes (MDPs) Women’s Development Corporations (WDCs) Marketing of Non-Farm Products of Rural Women (MAHIMA) Assistance to Rural Women in Non-Farm Development (ARWIND) Trade Related Entrepreneurship Assistance and Development (TREAD)
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Working Women’s Forum Indira Mahila Yojana Indira Mahila Kendra Mahila Samiti Yojana Mahila Vikas Nidhi Micro Credit Scheme Rashtriya Mahila Kosh SIDBI’s Mahila Udyam Nidhi Mahila Vikas Nidhi SBI’s Stree Shakti Scheme NGO’s Credit Schemes Micro & Small Enterprises Cluster Development Programmes (MSE-CDP). National Banks for Agriculture and Rural Development’s Schemes Rajiv Gandhi Mahila Vikas Pariyojana (RGMVP) Priyadarshini Project- A programme for Rural Women Empowerment and Livelihood in Mid Gangetic Plains NABARD- SEWA Bank project Exhibitions for women, under promotional package for Micro & Small enterprises approved by CCEA under marketing support
The efforts of government and its different agencies are ably supplemented by NGOs that are playing an equally important role in facilitating women empowerment.
2. Literature Review Cooper (1981) proposed that three factors influence entrepreneurship- antecedent influences (i.e., back- ground factors such as family influences and genetic factors that affect motivation,GALGOTIAS skills and knowledge), the "incubatorUNIVERSITY organization" (i.e., the nature of the organization that the entrepreneur was employed in just prior to starting a business, the skills learned there), and environmental factors (e.g., economic conditions, access to venture capital and support services; role models). Research from western nations indicates that women and men differ on some of the above factors. For example, women have greater difficulties in acquiring venture capital, lack financial resources and skills
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(Aldrich, 1989, Hurley, 1991); have fewer informal support systems and networks (DeWine and Casbolt (1989), and have less direct, relevant experience than men (e.g., Stevenson, 1986). Other obstacles faced by women entrepreneurs include being accepted as a woman i business, lack of a role model, lack of professional interaction, difficulties in gaining the confidence of their clients and suppliers, lack of adequate training, and lack of related experience (Belcourt, et al, 1991, Collerette & Aubry, 1990, Goffee & Scase, 1985, Hisrich & Brush, 1986, Kent, 1988, Lee-Gosselin and Grise,1990, Timmons, 1986). While these are important issues, many researchers feel that tension between personal lives and career pursuits is the most significant problem that women entrepreneurs face (e.g., Belcourt, et al, 1991, Lee-Gosseling & Grise, 1990, Neider, 1987). For example, Neider (1987) found in a study on female entrepreneurship Florida that tension between personal life and career was a major problem for these women. Husbands are generally not very involved in their wives’ businesses are not supportive of them (e.g., Decarlo & Lyons, 1978; Flesher & Hollman, 1980; Goffee and Scasse, 1985) and expect them to continue with their household duties despite the demands of their business (Goffee and Scasse, 1985). This, perhaps, is not surprising for until recently, women were confined to private, domestic roles. The role of the entrepreneur did not conform to the traditional roles that women were expected to play in society. These factors, and others, may result in female owners facing more work- family conflicts than their male counterparts. While the major reasons for starting a business are similar for men and women, some differences have also been found. For example, according to Lavoie (1992), potential for financial gain was not the primary motivating factor for women; women were more likely to start a business for the challenge and opportunity for self-fulfilment. Other researchers have suggested that women are more likely to start a business for control over the quantity and quality of work and as an option to limitation in career advancement (Belcourt, et al, 1991; BerardGALGOTIAS & Brown, 1994; Charest, 1994). UNIVERSITY Cohoon, Wadhwa & Mitchell (2010), present a detailed exploration of women & men entrepreneur’s motivations, experiences and background. The study based on the data collected from various successful women entrepreneurs. Out of them 59% had founded more than one company. The study identifies top five psychological & financial factors motivating women to become entrepreneurs. These are desire to build up the wealth,
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the appeal of startup culture, the wish to capitalize own business ideas they had, a long standing desire to own their own company and also working with someone else did not appeal them. The challenges are more related with the entrepreneurship rather than gender. However, the study concluded with some requirement of further investigation like why women are so much concerned in relating to protecting intellectual capital than their counterpart. The mentoring is also an important factor to women that provides experiences & well developed professional network, encouragement & financial support of business partners. Women network report on Women in the business & in Decision Making focus on the women entrepreneurs related to their problems in starting & running the business, education, family back ground and size of business unit. Some interesting facts which came out from the report are less educated women entrepreneurs are engaged in some micro enterprises, have husband & children but have helpless at home. Mostly, the women establish enterprises before the age of 35, after gaining the experience as an employee somewhere else. The motivational factors were desire for freedom & control to take their decision and also to earn a handsome amount of money. The dedication of much time like more than 48 hours in a week with the family support to their enterprises gave them much confidence. However, to maintain balance between work &family life is a great challenge before women entrepreneurs especially for those who have working husband & children.
Darrene, Harpel and Mayer, (2008) performed an analysis on finding the relationship between self-employment and elements of human capital among women. The study showed that the self-employed women differ on the big human capital variable as compared to salary and the wage earning women. The study also revealed that the education attainment level is better for self employed women than that for others employed women.
Singh, 2008,GALGOTIAS identifies the reasons & influencing UNIVERSITY factors behind entry of women in entrepreneurship. He explained the characteristics of their businesses in Indian context and also obstacles & challenges. He mentioned the obstacles in the growth of women entrepreneurship are mainly lack of interaction with successful entrepreneurs, social un-acceptance as women entrepreneurs, family responsibility, gender discrimination, missing network, low priority given by bankers to provide loan to women entrepreneurs.
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He suggested the remedial measures like promoting micro enterprises, unlocking institutional frame work, projecting & pulling to grow & support the winners etc. The study advocates for ensuring synergy among women related ministry, economic ministry & social & welfare development ministry of the Government of India.
Tambunan, (2009), made a study on recent developments of women entrepreneurs in Asian developing countries. The study focused mainly on women entrepreneurs in small and medium enterprises based on data analysis and review of recent key literature. This study found that in Asian developing countries SMEs are gaining overwhelming importance; more than 95% of all firms in all sectors on average per country. The study also depicted the fact that representation of women entrepreneurs in this region is relatively low due to factors like low level of education, lack of capital and cultural or religious constraints. However, the study revealed that most of the women entrepreneurs in SMEs are from the category of forced entrepreneurs seeking for better family incomes.
3. Methodology
As the paper is conceptual, so the study is based on secondary data collected from various journals, publications, books and various websites which focus on different dimensions of women entrepreneurship.
4. Objectives of the Study 1. To find out the challenges in front of SHG and developing competent strategies to meet with these challenges. 2. To identify the changes for sustainability of SHG in rural India 3. To find out the difficulties in establishment of SHG in rural India 4. ConstraintsGALGOTIAS in women entrepreneurship UNIVERSITY 5. Impact of growth in women entrepreneurship on Indian society
5. Findings 1.SHG is not able to function as per the desired objectives. The major challenges for performance of SHG in rural area are hold of money lenders, literacy and availability of
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credit support respectively. In order to improve credit support, Banks and NBFCs are doing great work to bridge the gap. 2. For the better performance of SHG, it is important to ensure the changes in sustainability of SHG in rural area by removal of Behavioral barriers, infrastructural barriers, Social and cultural barriers, Educational Barriers, Access to Technology, Access to support services, Access to land and Access to information. Many initiatives have been taken by central government, state government and other agencies to create the support system for improving the sustainability. 3.Poor source of information resulted into several difficulties in establishing any SHG in rural area. Difficulties in establishment of SHG in rural area are cash flow, inadequate capital, product quality related, employee related, marketing/sales of product, lack of managerial experience, lack of time, family issues.
Besides this, there are several other challenges being faced by Women Entrepreneurs:
(i)Lack of Visibility as Strategic Leaders: Changing the perceptions about the likely success of women-owned businesses depends on increasing women’s visibility in leadership positions within the greater business community. In an assessment of women’s presence as CEOs or Directors of large business enterprises, it has been anticipated that the exodus of women to entrepreneurial growth firms might be because women believe that have larger illustration in strategic leadership positions in privately-held or family-owned corporations as they supply higher opportunities for leadership than accessible to women in publicly-traded firms. (ii)Differential Information and Assistance Needs: Another significant need of many women business owners is obtaining the appropriate assistance and information needed to take the business to the next level of growth. In a study conducted to collect information on desires of women entrepreneurs, those who were just starting their ventures, requested assistance and training inGALGOTIAS implementing the business idea, identifyingUNIVERSITY initial sources of financing, and advertising/promotion. (iii) Family Influences on Women Entrepreneurs: The overlapping of the family and the firm is not significant for women business owners. Unfortunately, little research has been conducted on the dynamics of family-owned firms headed by women. As the boundaries between the firm and the family tend to be indistinct, women operating family businesses face a unique set of
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issues related to personal identity, role conflict, loyalties, family relationships, and attitudes towards authority. Additionally, family businesses in hand by women is measured as an obstacle financially and forced to consider internal resources of funding instead of outside sources. The critical role of family in business also emerges in cross-cultural studies which show a women relying heavily on the family for start-up capital. 4.Constraints Experienced By Women Entrepreneurs in particular are as follows: -Behavioural Barriers: Rural women in general have little confidence in taking risks that are needed to start an enterprise. This lack of self-confidence is coupled with the community’s lack of confidence in the woman entrepreneur. -Social and Cultural Barriers: Women entrepreneurs are subjected a number of social and cultural barriers that compel them to occupy secondary position to male entrepreneurs. Moreover, women’s dual responsibility to perform productive and reproductive responsibilities within households places a huge demand on their time which poses as a constraint. -Educational Barriers: Rural women entrepreneurs generally have a lower educational level due to their restrictions in going to school. -Access to Technology: Technology is usually regarded as men’s prerogative as women are incapable to comprehend the intricacies of modern technology. -Access to support services: Women entrepreneurs do not have the scope of receiving assistance or support services from services providers who have specialized in their respective fields due to social, cultural and other factors and this has a direct bearing on the quality of their production and subsequent income. -Infrastructural Barriers: Due to lack of available infrastructural facilities, women are forced to select family or localized based enterprise and are denied access to set up business premises in commercial areas where they could have better market access. -Access toGALGOTIAS information: Rural women cannot UNIVERSITY become successful entrepreneurs due to lack of access to market information. This has a number of disadvantages such as: (i) inability to assess market trends and characteristics; (ii) inadequate understanding of market and new market access conditions; (iii) lack of information for identifying new marketing opportunities and potential trading partners for improved marketing outlets.
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5. Impact of women entrepreneurship has resulted in the form of growth of mass education, political ideology of governance, industrialization and social cultural context. Entrepreneurship among women, no doubt improves the wealth of the nation in general and of the family in particular. Women today are more willing to take up activities that were once considered the preserve of men, and have proved that they are second to no one with respect to contribution to the growth of the economy.
6. Recommendation A possible set of three inter-linked and inter-dependent clusters of recommendations can be aimed at “pushing” a larger number of women entrepreneurs towards growth opportunities, unlocking their potential as creators of wealth and jobs, and providing a more conducive legal and regulatory framework. These recommendations can also ensure the proper positioning of “pull mechanisms” to enable the growth-oriented women entrepreneurs to expand and grow in terms of investments, markets and profits. Prioritizing and pushing at the micro-level: There is a large and seemingly ever- increasing number of women entrepreneurs operating in micro-enterprises and in the informal economy. They can be facilitated to grow into sustainable, formally registered & large enterprises with the help of following actions:- 1.Gathering data on women and men entrepreneurs 2.Conducting gender analysis for all entrepreneurial support programmes 3.Applying “target group segmentation” to women entrepreneurs 4.Using targeted approaches for priority categories in order to provide additional “push” to women entrepreneurs to the next level of growth 5.Promoting mobilization and organization of representative associations 6.ExaminingGALGOTIAS differential impacts of governmental UNIVERSITY policies, programmes and actions 7.Promoting development of demand-led supports for women entrepreneurs 8.Promoting more flexible and innovative financial products by banks
Unlocking and Unfettering Institutional Framework: Policies, laws and overall regulatory environment are frequently seen as barriers and disincentives to expansion and
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growth. However, they need to be promoted in such a way that women entrepreneurs see the advantages of and benefits that come with compliance. Identifying those instruments that act as barriers to expansion and growth Reviewing impact of existing and new instruments on women entrepreneurs Modifying or dismantling these instruments Taking account of the social and cultural contexts affecting policy implementation and redress inequalities and abnormalities Making use of IT and associations so as to minimize the administrative burdens on women entrepreneurs Holding regular consultations with key factors like women entrepreneurs, women entrepreneurs’ associations, financial institutions, etc, to review progress and identify new bottlenecks.
Projecting and Pulling to Grow and Support the Winners: The first two sets of recommendations are aimed at trying to “push” more women entrepreneurs into growth situations as well as ensuring that laws & regulations do not stand in their way. The third possible recommendation relates to facilitating and “pulling” the women entrepreneurs into situations where they can actively pursue growth strategies. Providing incentives for expansion and growth after removing barriers and disincentives. Encouraging and rewarding dynamic representative associations of women entrepreneurs Promoting strong links and synergies with existing major economic players. Profiling the economic and social contributors among women entrepreneurs to the national economy Promoting and rewarding programmes that serve women entrepreneurs Making GALGOTIASfull use of data gathered to inform UNIVERSITYnew policies, programmes and supportive actions
7. Conclusion With this study it can be understood that SHG is an important initiative in the direction of upliftment of women entrepreneurs but it is not so easy to do so. A lot of infrastructural as well as behavioral changes have to be made for ensuring the growth of society with the
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help of SHG. Support is required from both the ends i.e., government and society. It is clear from the study that globalization is incomplete without empowering the women in entrepreneurship. Current level of initiatives is not sufficient enough to ensure the growth of women entrepreneurs in rural India. Facilities have to be facilitated at ground level to improve the performance of SHG.
References [1]. Bali Swain R, 2006.,“Microfinance and Women’s Empowerment”, Sida Working Paper, Division of Market Development, Sida, Stockholm [2]. Bali Swain Ranjula, “Can Microfinance Empower Women? Self-Help Groups In India”,2006 [3]. Cohoon, J. McGrath, Wadhwa, Vivek& Mitchell Lesa, 2010, The Anatomy of an Entrepreneur- Are Successful Women Entrepreneurs Different From Men? Kauffman, The foundation of entrepreneurship. [4]. Collerette, P and Aubry, P. "Socio-Economic Evolution of Women Business house owners in Quebec", Journal of Business Ethics, 9, April-May [5]. Das Malika., “Women Entrepreneurs From India: Problems, Motivations and Success Factors”, Journal of Small Business and Entrepreneurship, Vol 15, No 14, 2000-2001 [6]. Ghadoliya M.K., “Empowering Women Through Self -Help Groups: Role Of Distance Education” [7]. Hackler, Darrene; Harpel, Ellen and Mayer, Heike, 2008, “Human Capital and Women‟s Business Ownership”, Arlington, Office of Advocacy U.S. Small Business Administration, August 2006, VA 22201 [74], No. 323 [8].Krishnaiah, P (2003)., “Poverty Reduction: Self-Help Group Strategy”, UBSPD New Delhi [9].Lee-Gosselin, H and Grise, J. (1990) "Are women Owner-Managers difficult our Definitions of Entrepreneurship? An In-Depth Survey" Journal of Business Ethics, 9. April-May [10].Malika Das., “Women Entrepreneurs From India: Problems, Motivations And Success Factors”, (2000-2001) Journal of Small Business & Entrepreneur,Vol No 15 [11].NABARD, 2005: “Progress of SHG – Bank Linkage in India”, 2004-2005, Microcredit Innovations Department, NABARD, Mumbai [12].Parikh, Indira J., “A reflection of the Indian Women in the Entrepreneurial world”, Working Paper No.2005-08-07, Indian Institute Of Management, Ahmedabad, August 2005 [13].Singh,GALGOTIAS Surinder Pal, 2008, An Insight Into The Emergence UNIVERSITY Of Women-owned Businesses as An Economic Force In India, presented at Special Conference of the Strategic Management Society, December 12-14, 2008, Indian School of Business, Hyderabad. [14].Tambunan, Tulus, 2009, Women entrepreneurship in Asian developing countries: Their development and main constraints, Journal of Development and Agricultural Economics Vol. 1(2), Page No. 027-040.the glass ceiling. Thousand Oaks, CA: Sage.
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GALGOTIAS UNIVERSITY
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MULTIPLE MEDIA BUSINESS SCENARIO: A STUDY OF NEWSPAPER HOUSES IN INDIA
Multiple Media Business Scenario: A Study of Newspaper Houses in India Nitesh Tripathi1
Abstract
The newspaper industry in India has sustained and in fact prospered in times when the print media all around the world especially in the western countries is suffering setbacks. In such hard times when new media and electronic media is everybody’s favorite, not all the newspapers in India have managed to survive. While the vernacular press has deepened its reach, the English press has seen decline with exception of The Times of India. Hence a need arises to understand the business model in terms of how they have managed to thrive under such a competitive market. Also attempt needs to be made to explore their ownership pattern, branding, marketing and management techniques. This study aims to analyze and study the present print media scenario. For the purpose of study, the top newspapers of the country in 2017 (According to ABC) in terms of circulation- i.e. Dainik Jagran, Dainik Bhaskar, Hindustan, The Times of India and Amar Ujala have been taken. In depth qualitative methods have been used to study the newspaper houses, their sister concerns/ subsidiaries and cross media ownership pattern and how they have managed to create a niche for themselves in an ever increasing cut- throat competition within the print and as well as from new media and electronic media.
Keywords: Newspaper, Digital Media, Cross- Ownership, Vernacular, Consolidation
1. Introduction
According to ABC’s latest report Print media in India is alive and growing despite its decline in all the other markets around the world. The CAGR (Compound Annual Growth Rate) for the sector is peggedGALGOTIAS at 4.87%. There are many reasons UNIVERSITY which can be attributed to this thrive – less competition from digital, diversification of products and services, increased literacy levels and robust economy. But certainly the most important reason has been change in integration of markets. Earlier the focus of media houses was on Chain ownership which has now shifted to Cross- Media ownership (ownership of multiple media businesses by a person or corporation).
1 Research Scholar, Department of Journalism and Mass Communication, Banaras Hindu University, Varanasi, Uttar Pradesh India
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Cross- Media ownership can include stakes in broadcast and cable television, film, radio, newspaper, magazine, book publishing, music, video games, and various online entities.2 The advantage of this kind of ownership is that financial, administrative and human resources can be centrally managed. Because of this, cost of production becomes low due to best possible utilization of resources. There are other advantages too such as- single content multiple use, multiple touch points, easy launch of new products and increase in advertising.
There’s an old age saying ‘Jack of all trades and King of None’, media houses of present times have altered it for good. Now they believe in ‘Jack of all trades and King of one’. And thus they manage to churn out profits year after year in a digital world where internet is disrupting print media and forcing them into convergence. And hence this study was conducted so as to find out the presence of newspaper houses in various mediums. For this purpose the ABC (Audit Bureau of Circulation) report was utilized to find out the top news dailies of India. Later information on these organizations, their diversification and products/ services they offer was collected through analysis of their websites. Then the data was arranged in tables and analyzed for further insights.
2. Aim
The focus of the study is to understand changing dynamics of newspapers in light of their commercial viability. An attempt will be made to understand the ownership pattern, branding, marketing strategies and business model that they have adopted. 3. Objectives To study the presence of newspapers in Electronic and New media (including Mobile and Social Media) To find presence of sister concerns of newspaper houses and the genres they have tread into. To studyGALGOTIAS other ventures or territories that newspaper UNIVERSITY houses have explored. To study services and products offered by newspapers to people belonging to varied demography and geography. To evaluate marketing strategies employed by newspaper houses to run successful and profitable business.
2- https://en.wikipedia.org/wiki/Media_cross-ownership_in_the_United_States
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To study emerging trends that is taking place due to cross media ownership.
4. Research Methodology
For the purpose of the study, Secondary Data Analysis was carried out by analyzing- research reports of Ernst & Young and FICCI- KPMG, website articles on cross media ownership, official websites of newspapers, research papers and also books on Media Business such as- Media Myths- Making Sense of the Debate Over Media Ownership (Adam D. Thierer) and The Indian Media Business (Vanita Kohli Khandekar).
5. Data Interpretation and Analysis
The analysis of ownership information of newspaper houses is as follows-
Table 1 Presence in Print Media
Other Newspapers Magazine and books Newspaper- Dainik Jagran Nai Dunia (Hindi) Acquired in 2012 Sakhi (Women Magazine) I- Next (Bilingual) Khet Khalihan (Agriculture Magazine) Mid- Day (English) Acquired 2010 Junior Jagran (Children Magazine) Mid Day Gujarati (Gujarati) Jagran Yearbook Inquilab (Urdu) Jagran Josh (Competition Magazine) Punjabi Jagran (Punjabi) City Plus (English Weekly Tabloid) Newspaper- Dainik Bhaskar Divya Bhaskar (Gujarati) As Saurashtra Samachar Aha Zindagi (Family & Lifestyle in Bhavnagar & Sorath Bhaskar in Junagarh Supplement) Divya MarathiGALGOTIAS (Marathi) UNIVERSITYBal Bhaskar (Children’s Magazine) DB Star (Compact Hindi) Young Bhaskar (Adolescent Magazine) DB Post (Compact English) Madhurima (Broadsheet Supplement for Daily News Analysis (English) Partnership with Zee women) promoted Diligent Media Corporation- Now Navrang (Bollywood supplement) terminated Yougle Bhaskar (Supplement on Career)
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Newspaper- The Times of India The Economic Times (Finance) ET Wealth (Finance Magazine) Maharashtra Times (Marathi) ZigWheels (Automobile Magazine) Vijaya Karnataka (Kannada) Acquired- 2006 Acquired by Cardekho in 2015 Navbharat Times (Hindi) Filmfare (Film Magazine) Ei Samay (Bengali) Femina (Women Fashion Magazine) Mumbai Mirror (Compact Newspaper) Joint Venture with BBC Magazines Ahmedabad Mirror Bangalore Mirror Pune Mirror Nav Gujarat Samay Sandhya Times (Hindi Evening Newspaper) Newspaper- Amar Ujala Amar Ujala Compact Rupayan (Women Magazine) Yuvaan (Weekly Supplement) Udaan (Education & Career Magazine) Manorajan (Weekly Supplement) Safalta (Current Affairs Magazine) Orbit (Monthly supplement) Samayiki (Competition Magazine) Newspaper- Hindustan Hindustan Times (English newspaper) Nandan (Monthly Children Magazine) Mint (Business Newspaper) Lounge (Lifestyle Magazine by Mint) HT Next (Youth Daily) Kadambani (Monthly Literary Magazine)
Table 1 shows presence of newspaper houses in Print Media. Dainik Jagran is a Hindi language daily newspaper.GALGOTIAS As of 2010, it was the 17th most readUNIVERSITY newspaper in the world with a readership of 5.59 crores. It has 37 editions and covers 11 states of India. It owns I-next, Mid Day, Sakhi, Inquilab and Nai Dunia. The Dainik Bhaskar Group has 6 newspapers with 66 editions and has a total readership of 1.26 crores. It is the second largest circulated daily newspaper of India. It is present in 14 states with editions in Hindi, English, Marathi and Gujarati. It also publishes Divya Bhaskar, Divya Marathi, Bal Bhaskar, Aha Zindagi and Madhurima. The Times of India (TOI)
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is an English-language daily newspaper which is the third-largest newspaper in India by circulation and largest selling English-language daily in the world according to Audit Bureau of Circulations (India). It also has ownership of Economic Times, Maharashtra Times, Vijaya Karnataka, Navbharat Times, Ei Samay, Mumbai Mirror, Filmfare and Femina. Amar Ujala is India’s 3rd largest newspaper with total readership of 4.65 crore readers as per latest Indian Readership Survey (IRS 2017). Amar Ujala has 20 editions, in 7 states and 1 union territory covering 179 districts. It also publishes Amar Ujala Compact, Manoranjan, Rupayan, Udaan, Orbit, Safalta and Samayiki. Hindustan is an Indian Hindi-language daily newspaper and is associated with Hindustan Times (English newspaper). Other sister publications of Hindustan are Nandan and Kadambani.
Table 2- Presence in Television Industry
Newspaper TV Channels Dainik Jagran Channel 7 (Sold) Dainik Bhaskar Bhaskar Cinema Bhaskar News Bhaskar Movie Bhaskar Bhakti Bhaskar Magic Songs The Times of MN+ (English movie) Movies Now (Movies) India Romedy Now (Movies) MNX (Movies) Times Now (English News) ET Now (News) Mirror Now (News) Zoom (Music) Amar Ujala NIL Hindustan NIL
Table 2 shows presence of newspaper houses in Television Industry. Jagran Prakashan Ltd. launched ChannelGALGOTIAS 7 in 2005. But it was acquired inUNIVERSITY 2006 by Network 18. The Dainik Bhaskar Group has presence in television under the name Bhaskar TV. The Times Group owns television channels such as ET Now, Mirror Now, Movies Now, MNX, MN+, Romedy Now and Times Now.
Table 3- Presence in Radio Industry
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Newspaper Radio Channel Dainik Jagran Radio Mantra ( 91.9 FM) Radio City (91.1 FM) Acquired- 2014 Dainik Bhaskar 94.3 MY FM The Times of India Radio Mirchi (98.3 FM) Amar Ujala NIL Hindustan Fever 104 FM Radio Nasha
Table 3 shows presence of newspaper houses in Radio Industry. Jagran Prakashan Ltd. owns Radio Mantra and Radio City. The Dainik Bhaskar Group has launched 94.3 MY FM. Radio Mirchi is owned by The Times Group. HT media owns Fever 104 FM and Radio Nasha.
Table 4.1- Presence in Digital Media (Part 1)
Internet & Mobile Apps Newspaper- Dainik Jagran
GALGOTIAS UNIVERSITY
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www.jagran.com (Hindi News & Epaper) www.herzindagi.com (Women’s lifestyle, inextlive.jagran.com (Hindi News) wellness & food) english.jagran.com (English News) www.inquilab.com (Urdu News) epaper.punjabijagran.com (Punjabi Epaper) www.onlymyhealth.com (Health website) www.gujaratimidday.com (Gujarati News) www.mmionline.in (Provider of quality www.mid-day.com (English News) online content) www.jagranjosh.com (Competition and www.jagranyatra.com (Travel website) Current Affairs) Jagran PCC (Jagran IT Kanpur App) naidunia.jagran.com (Hindi News & Jagran English Speaking Course App Epaper) Sarkari Naukri Job Alert App www.jagranjunction.com (Blogging Jagran Banking- IBPS, SBI PO App platform) Jagran GK Quiz App www.radiocity.in (Website of Radiocity) www.khojle.in (Classified ads posts) Newspaper- Dainik Bhaskar www.bhaskar.com (Hindi News & dbpost.com (English News & Epaper) Epaper) www.homeonline.com (Property) www.divyabhaskar.co.in (Gujarati News bhaskarlive.bhaskar.com (Video & Epaper) broadcasting platform) divyamarathi.com (Marathi News & Epaper) www.dainikbhaskargroup.com www.dailybhaskar.com (Entertainment (Organization Info) & Bollywood) Bhaskar group Epaper App www.fashion101.in (Fashion) Change Abhi (Lifestyle App) www.dnaindia.com (English News & Bhaskar Customer Connect App Epaper) DBCL Matrix (News App) gadgets.bhaskar.comGALGOTIAS (Technology News) BhaskarUNIVERSITY Gujarat Connect App myfmindia.com (Website of MY FM) FirstWall- Social Video Community App moneybhaskar.com (Business News) food.bhaskar.com (Cooking) Newspaper- Amar Ujala
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www.amarujala.com (Hindi News & www.firkee.in (News with wit) Epaper) www.amarujala.com/kavya (Poetry & www.amarujalatv.com (Browser Based Shayari) TV) safalta.com (Government Job Preparation) foundation.amarujala.com (Website of Amar results.amarujala.com (Exam Results) Ujala Foundation) Newspaper- Hindustan www.hindustantimes.com (English News www.desimartini.com (Movie, Fashion, & Epaper) Gossip, Lifestyle & TV) www.livehindustan.com (Hindi News & www.livemint.com (Business, Finance & Epaper) Budget News) www.htcampus.com (University & College www.shine.com (Job Search) search) www.englishmate.com (English Speaking punjabi.hindustantimes.com (Punjabi News) courses) www.bridgesom.com (Website of Bridge School of Management) # Emboldened websites have Apps in Google Play
Table 4.1 shows presence of Dainik Jagran, Dainik Bhaskar, Amar Ujala and Hindustan in Internet and Mobile Applications. Internet presence speaks volumes about how much newspaper are trying to capture the readers’ attention and cater to needs of netizens and youth. For instance, Dainik Jagran has vastly launched websites that cater avid news readers and that too in Hindi. Apart from that, it has websites dedicated to English, Punjabi, Gujarati and Urdu language. In terms of demography, it has websites that are dedicated to women and also students who are preparing forGALGOTIAS competitive exams. It has also treaded UNIVERSITY into genres of travel and blogging. Dainik Bhaskar has websites mainly dedicated to Hindi news but also it serves readers of Gujarati, Marathi and English. It has presence in property, cooking, business, technology, fashion and entertainment genres. It has a website dedicated to video broadcasting by citizens. Amar Ujala has acceptable amount of internet presence with Hindi news and competitive exams websites. It has launched a browser based TV for mobile viewers. HT Media unlike Times of India has
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treaded only into few languages such as Hindi, English and Punjabi. Apart from news, it has websites dedicated to business, finance, education and job vacancies.
Table 4.2- Presence in Digital Media (Part 2)
Newspaper- The Times Group (Internet & Mobile Apps) www.timesofindia.indiatimes.com (English www.tbsl.in (Business Solutions) News & Epaper) www.coupondunia.in (Coupons, Cash back, www.indiatimes.com (Tech, Lifestyle, Offers & Promo code) Entertainment & Health) www.taskbucks.com (Reward App to earn www.brandcapital.co.in (Investment arm and recharge & Paytm cash) Acquired- 2015 Branding solutions) www.dineout.co.in (Reservation in www.gadgetsnow.com (Technology) restaurants with offers & discounts) Acquired www.gaana.com (Music and songs access) www.inresto.com (Complete solutions for www.boxtv.com (watching multiple language Restaurant management) Acquired movies and TV serials for free) www.theviralshots.com (Trending & Fun www.cricbuzz.com (Cricket News) Stories) www.mensxp.com (Fashion, Health & Tech) www.gradeup.co (Exam Preparation) www.idiva.com (Women’s Lifestyle & Acquired Fashion) www.timesjobs.com (Vacancies & Job www.zigwheels.com (Automobile and Two Search) wheeler news, Buy & Sell platform- Acquired www.simplymarry.com (Discontinued) by CarDekho) www.ads2book.com (Booking Newspaper www.speakingtree.in (Spiritual) classified ads) www.getmeashop.com (Ecommerce website www.stepahead.timesjobs.com (Premium creation & solutions) Career Services- Resume Writing) www.economictimes.indiatimes.comGALGOTIAS www.techgig.comUNIVERSITY (Tech Community (Business & Market News in Hindi, English Platform & Coding Contest) & Gujarati) www.jobbuzz.timesjobs.com (Career www.mumbaimirror.indiatimes.com (Local Guidance) News) www.timesmusic.com (Website of Times bangaloremirror.indiatimes.com (Local News) Music & Music Library)
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punemirror.indiatimes.com (Local News) www.willow.tv/tvchannel (Live streaming of ahmedabadmirror.indiatimes.com (Local cricket matches) Acquired- 2016 News) www.timesmobile.in (Organization Info.) www.educationtimes.com (Education News) tcnext.com (Post buy, sell & rent ads for free) www.gizmodo.in (Technology & Science) www.activeconnect.in (mobile enterprise eisamay.indiatimes.com (Bengali News & service delivery platform) Epaper) www.whatshot.in (Happenings & Places to vijaykarnataka.indiatimes.com (Kannada visit in 5 metro cities) News & Epaper) www.timesknowledge.in (Informative- www.timesnownews.com (News in Hindi & Science & History) English) www.remit2india.com (Financial www.iamgujarat.com (Gujarati News) Remittance Service by Times of Money) www.samayam.com (News in Tamil, Telugu www.earthcareawards.com & Malayalam) Times Food (App) maharashtratimes.indiatimes.com (Marathi Follo App News) MX Player (Music Player App) Acquired- www.bombaytimes.com (Film News) 2018 www.misskyra.com (Celebrity Gossip & Film Baazi Now (Live Quiz games App) News) ETMONEY App www.timesascent.com (Career & Vacancies) Happy Trips App www.timesguarantylimited.com (Website of ReleaseMyAd App Times Guaranty Ltd.) TOI Citizen Reporter App navbharattimes.indiatimes.com (Hindi Times City- Local News Alerts App News) ET Markets- NSE & BSE App www.newspointapp.com (English News) Telugu News App www.adageindia.inGALGOTIAS (Advertising & ETBrandEquityUNIVERSITY App Marketing) Partnership with Advertising Age tlabs.in (Startup Accelerator & Seed fund for startups) www.knowyourresult.com (Board Results)
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www.timesmediastudies.com (Website of Times Group Learning Centres) # Emboldened websites have Apps in Google Play
Table 4.2 shows presence of The Times of India in Internet and Mobile Applications. When it comes to Internet, Times Group wins internet space by margins. It has presence in every genre and performs exceptionally well in all of them. And thus it continues to be one of the largest media houses of India, Asia and the world as well. It has news websites dedicated to almost all the major languages of India. Not only this, it has vast content dedicated to young generation, both men and women. It has launched, acquired or carried out joint venture to expand in genres such as entertainment, film, lifestyle, business, marketing, ecommerce, travel, education etc. Also most of its popular websites have Apps in Google Play and thus Times Group leads in mobile applications arena as well.
Table 5 Presence on Social Media
Account Name & Followers Title Twitter followers Youtube Subscribers Facebook followers Dainik Jagran @JagranNews (566 K) Dainik Jagran (8,545) @dainikjagran (14 M) Dainik @DainikBhaskar (531 Dainik Bhaskar @dainikbhaskar (14 Bhaskar K) (349,015) M) The Times of @timesofindia (11.4 M) The Times of India @TimesofIndia (11 India (761,572) M) Amar Ujala @AmarUjalaNews (733 Amar Ujala (149,008) @Amarujala (7.4 M) K) HindustanGALGOTIAS @Live_Hindustan (87.8 Live UNIVERSITY Hindustan @LiveHindustanNews K) (219,679) (2.1 M) # Source: Social Media Accounts # K is thousand & M is million
Table 5 shows presence of Newspaper Houses on Social Media which speaks volumes on how much attention is being paid on internet users. In the digital age, loss in revenues due to falling
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circulation is forcing newspapers to create online websites and accounts. Not just this, to compete with others in the market they have to attract maximum viewers on their page so as to boost their followers. This in turn may help them to translate these viewers into user of their services which is one of the benefits of being online. Apart from this, social media accounts proves vital in helping internet users identify these media houses as human entity and not just profit making and propaganda setting organizations.
Table 6 Other Ventures, BTL and Social Arms
Others Ventures Newspaper - Dainik Jagran Jagran Engage (OOH) Jagran International Jagran Solutions (Marketing solutions) Jagran Research Centre Pehel (Social arm) Jagran Foundation Radio City Freedom Awards (Event) MiD DAY Bollywood Lunch Radio City Super Singer (Event) Contest (Event) Radio City School of Broadcasting MiD DAY Happy Hours AudaCITY (Solutions Agency) (Event) Radio City Gully Premier League (Event) MiD DAY Media Nights Radio City Musical e Azam (Event) (Event) Radio City Blue Carpet (Event) MiD DAY Corporate Cricket Gig City (Event) League Jagran New Media (Online Arm) Jagran Forum Jagran University GALGOTIAS UNIVERSITY Newspaper - Dainik Bhaskar Media Corp Limited (Mobile interactive DB Mall services) Newspaper - The Times of India
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Go Green (Campaign) Vijayanand Printers Limited Times OOH (Acquired in 2006) Mirchi Movies Limited (Film production) Times Guaranty Limited Remit2India (Remittance Services) (Corporate Lending) Times Media Studies (Learning Centers) Junglee Music (Music label) Times of India Film Awards Times Wellness Femina Miss India Bennet University Times Business Solutions Filmfare Awards Active Connect (Mobile Enterprise Service Earth Care Awards delivery) Times International Media 360 Degrees (Events & Entertainment) Marketing Moneysights (Personal Finance Platform) Times Foundation (Philanthropic Arm) Newspaper - Amar Ujala Touch Point (Business Solutions) Autdoors (OOH Solutions) Amar Ujala Foundation (Social Arm) Newspaper - Hindustan English Mate (English Learning Centers) Webitude (Marketing Agency) Bridge School of Management (Education) Acquired DIGIWISE Summit (In collaboration with Google)
Table 6 showsGALGOTIAS Other Ventures, Events, BTL and UNIVERSITY Social Arms of newspaper houses. Jagran Engage is the OOH division of Jagran Prakashan Limited. JPL also owns Jagran University, Jagran Solutions, Jagran International, Jagran New Media and Jagran Foundation. DB Corp Ltd owns Media Corp Limited that provides integrated and mobile interactive services. Bennett Coleman and Co. Ltd owns Times OOH, Vijayanand Printers Limited, Times Guaranty Limited, Times Music, Bennet University and Times Business Solutions. Times Foundation is the social arm of the group. Amar Ujala offers Integrated Business Solutions through Touch
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Point. Amar Ujala Foundation is its social arm and Autdoors is the OOH division. HT Media owns digital marketing agency Webitude and it also organizes DIGIWISE Summit.
6. Conclusion and Discussion
The Indian print industry grew at a rate of 7% from INR 283 billion in 2015 to INR 303 billion in 2016. In 2016, the print advertisement revenue reached INR 201 billion. The phenomenal growth of newspapers in India when newspapers all around the world are facing threats of closure can be attributed to marketing techniques and business model that the newspaper organizations have adopted.
Factors behind success- Merger and Acquisition, diversification and partnerships are in trend in media industry which helps them to survive, sustain and also decrease losses. The prominence of print media can also be attributed to the robust growth of the Indian economy. Another reason is that the large proportion of population in India is youth. With 356 million 10-24 year-olds, India has the world’s largest youth. With growing push on education, Indian literacy rate has grown to 74% (2011 Census) which means that there is a jump of almost 10% within a decade. The readership base has grown to 395 million. Not only this, among the people who can read and those who actually read a newspaper, there is a gap of about 50 per cent, which tells us that there is a lot of scope for growth. Also technological disruption is yet to impact household readership as internet penetration in India is very low. Also most Indians in the age group of 35 years and above still prefer a physical copy.
Strategies employed- Newspapers have introduced customized sections and pullouts that cater to various segments of readers together with localized content. By adopting techniques of market penetration, market development, product development and diversification, newspaper houses have not just survived but also thrived. Easy accessibility, door-to door delivery, affordability due to low pricing,GALGOTIAS comfort and the habit of reading UNIVERSITY a physical copy are the main factors that has kept print media relevant in the digital era.
Presence in other Outlets
Going Hyper local- In top 10 newspapers of the country according to ABC, there 5 Hindi, 2 Malayalam, 1 Tamil, 1 Telugu and 1 English. English has largely restricted itself to metros,
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mini-metros and smaller towns. About 60 per cent of the language circulation is coming from non-metros and non-urban area, where English is not able to reach. Also literacy is growing in mother-tongue which is the main reason behind success of vernacular newspapers. And thus top newspaper houses including Hindi and English newspapers have started vernacular editions (particularly in the markets with lower internet penetration) in tier-II and tier-III cities/regions of the country. Another reason for localizing product and reach is the increasing size of the middle class that speaks different languages. An analysis of the print spends in 2006 and 2007 shows that even though metros constituted a larger share of the total print spends in both years, ad spends diverted towards Key Urban Towns (KUT) grew at a much higher rate than the spends towards metros. This is indicative of the fact that advertisers are cognizant of the growing significance of the KUT in India.
Becoming Hybrid and Social- The introduction of in-house websites allows companies to grab more audience and monetize content through digital platforms. Combined news supply helps to increase the reach through varied platforms. With the growing base of generation Y in India, digital media has emerged as one of the favored destination for news and information. With this swift growth of news consumption, the mobile phone and portable device spaces has become the new battlefield for several companies.
Mobile app usage in India is outperforming the global growth rate, registering an average Year over Year growth of 131%. Among the app categories, ‘news and reading’ witnessed an average annual growth rate of 311 per cent, making it the second fastest growing app category after ‘personalization’. With decreasing attention spans and the snowballing trend of accessing news on-the-go, companies have started to focus on the ‘news’ category to grab a larger share of the mobile-user pie.
There has been rise in usage of social media platforms in India. India has a reported 143 million social mediaGALGOTIAS users forming about 65% of India’s UNIVERSITY internet user base. Times of India, Dainik Jagran and Dainik Bhaskar are the leaders as far as presence on social media platforms is concerned. And no doubt this active participation on social media is one of the reasons they occupy Top 3 slots.
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Electronic Media- With exception of Amar Ujala, all the newspapers own radio channels. And when it comes to television, most of the newspapers own TV channels with The Times of India leading the pack. But Dainik Jagran, Amar Ujala and Hindustan have no stakes in television industry.
OOH and Advertising- The print industry in India is relatively less dependent on circulation revenue and thus major newspaper houses have sometimes engaged in predatory pricing such as the famous Times War. Advertising continued to be the backbone of the print industry, accounting for more than 66 per cent of the total revenues. Every media house has its OOH Division (Example- Planet Outdoor, Autodoors) which specializes in providing customized Out of Home media solutions to advertisers as they have media at their disposal. They have now started offering bundled solutions to clients, which may include print power jacket covers, video ads on digital platforms, radio ads, etc. Not just this they have merged print and online advertising offerings into a singular selling platform.
Social Arms- Social arms and initiatives such as Pehel, Amar Ujala Foundation and Times Foundation extensively address and work on social issues by organizing forums, seminars, camps and road shows to spread awareness on various topics and issues such as health, diseases, environment protection, education, women empowerment etc. All these initiatives help these organizations to portray that they are not just profit churning organizations but are also socially responsible. This in turn creates goodwill and a positive image amongst readers and public in general.
BTL (Below the Line) - There has been a significant increase in number of newspapers going into BTL marketing. Major newspaper houses are investing in direct marketing, events, film festivals, award functions, marketing activation and other BTL activities. One of the reasons for this is mass media fragmentation. Since the clutter in mass media is very high, getting audience attention is GALGOTIASdifficult through above-the-line (ATL) marketing.UNIVERSITY And thus some of the largest event companies in India are print companies because they provide cost effective way of reaching audience.
Other Ventures- JPL under its umbrella has variety of products in areas such as marketing solutions, events and awards functions organizing and education institutes. Dainik Bhaskar has
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invested largely in infrastructure, real estate, construction and it has buildings and malls under its portfolio. TOI has focused on film production, remittance services, learning centers, Award Functions and events, sponsorship and endorsement, printing, music production, corporate lending and education institutes and thus is rightfully the largest conglomerate of India. HT Media just like TOI has outlets in education, marketing solutions and event organizing.
Recent developments and Trends
Treading new genres and demography- The demassification and sub- classification of market has encouraged newspaper houses into market and product development. Dainik Jagran, Hindustan and Amar Ujala have launched print products (Magazines, supplements etc.) for niche readers such as women, children, exam aspirants and office goers. Dainik Bhaskar has magazines for family, children and adolescents and also in varied genres such as lifestyle, entertainment and career. The Times of India has products dedicated especially for automobile, finance, business, entertainment and fashion. Not just this, genre specific websites have been introduced to cater to a specific set of audience. The motive behind this is to increase the consolidated revenue of the firm and to get non-print readers on board by utilizing the content that is already there.
Ownership pattern- There was a time when newspapers followed chain ownership but the market slowdown forced them to integrate both horizontally and vertically. Newspapers like Times of India are leading the way and have become a conglomerate (ownership of several businesses one of which is a media business). From this study it’s quite evident that adopting cross media ownership is the need of the hour. The more media outlet you have, the better and more your reach becomes.
Diversification, Consolidation and Convergence- There has been a convergence of content, technology and medium as far as media industry is concerned. Also in the last few years there has been a GALGOTIAS growing consolidation of media organizations UNIVERSITY by acquiring smaller media outlets which is proving beneficial as clubbing together helps in bringing more capital which in turn increases risk taking abilities of the organization altogether. Acquisition of Nai Dunia, Mid Day and Radio City by Dainik Jagran, Vijay Karnataka by Times of India further illustrates this point.
Market Penetration- As far as presence in print media is concerned, newspapers have penetrated in even small towns as saturation for metro and other major cities had come a long
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time back. Also they are trying to increasing circulation within existing market segments. They are doing so either by providing increased number of supplements to established customers or by finding new customers within existing markets. They are accomplishing this by price decrease, increase in promotion and distribution support, acquisition of a rival in the same market and modest product refinements.
Technological advancement- The newspapers are doing Slick packaging. Almost all the big newspapers are now in color, have a sleek size and aesthetically designed pages. By introducing colorful and attractive supplements and increasing number of pages they are trying to attract maximum readers which in turn bring more advertisers. Innovation in printing has given rise to new forms of newspaper such as tabloid which are replacing broadsheets and gaining more attention.
Concerns
But there are many issues such as concentration of media ownership, loss of diversity and plurality of media which have arisen due to cross media ownership. And thus TRAI (Telecom Regulatory Authority of India) along with Competition Commission of India (CCI) needs to be involved so as to bring regulations relating to concentration of ownership, Mergers and Acquisitions (M&A), Tie-in arrangements, exclusive supply and distribution agreements and predatory pricing. It is in this aspect another study should be conducted to analyze as to how it is impacting small media businesses, public perception and democracy.
References
[1]. https://www.wikipedia.org [2]. https://india.allmedialink.com [3]. https://www.medianama.com [4]. http://www.indiantelevision.comGALGOTIAS UNIVERSITY [5]. http://bestmediainfo.com [6]. http://www.afaqs.com [7]. https://www.thequint.com [8]. http://www.auditbureau.org [9]. http://rni.nic.in [10]. https://www.ey.com [11]. https://www.epw.in
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[12]. https://home.kpmg.com [13]. http://www.jagranyatra.com/ [14]. https://naidunia.jagran.com/about-us [15]. https://www.jagranjosh.com/about-us [16]. https://www.mid-day.com/about-us [17]. https://dbpost.com/ [18]. https://www.dainikbhaskargroup.com/our-history.php [19]. https://money.bhaskar.com/ [20]. https://www.dnaindia.com/about [21]. http://timesinternet.in/ [22]. https://foundation.amarujala.com/about-us [23]. https://www.amarujala.com/about-us [24]. http://www.htmedia.in/?page_id=7 [25]. https://www.livehindustan.com/about-us/
GALGOTIAS UNIVERSITY
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APPLICATION AND CHALLENGES OF CONVERGENT MEDIA IN PROMOTING TRIBAL CULTURE
Application and Challenges of Convergent Media in Promoting Tribal Culture Harish Kumar1 Dev Brat Tiwari2
Introduction
Media is a career, tool and weapon of modernity. There was always a war, propaganda and negative use of media but at the same time media also became a tool of change, development and modernity. We should not forget that the tribal are the main group of any country there are approximately 8.6% people who are around 104 million people of India come under the category of tribal.
Tribal people are having their own culture, custom, rituals and their innocence that is why when we are talking about modernization and information age we should not forget that the Tribals are the real person or domicile of any nation who are now connecting themselves with rest of the world. But we should not forget in this information age the tribals have still protected their culture, society and the area where they are living, it is because of their strong determination and cultural preservation.
On the other hand there are a lot of misconceptions among the other community about the life, rituals and culture of the tribals. As media is converging in different devices and it is breaching the gap between tribals and other class of the society it is need of the hour to use convergent media in such a way that tribal class people can also promote their individual culture. But there is a danger that whether information exchange or overload of information can mould tribal class people into different direction or make them addicted. Therefore through this paper l it has been tried to identify different application of convergent media in relation with promoting tribal culture in theGALGOTIAS country. UNIVERSITY
1 Associate Professor, School of Media & Communication Studies, Galgotias University, Greater Noida, India.
2 Assistant Professor, School of Media & Communication Studies, Galgotias University, Greater Noida
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APPLICATION AND CHALLENGES OF CONVERGENT MEDIA IN PROMOTING TRIBAL CULTURE
Key Words- Digital media, convergent media, tribal culture, Marginalized section, Convergence of culture
Tribes are the original habitant of any country. We should not forget that Tribes are the people who are not only protecting the environment of their area but at the same time tribes are also becoming backbone of the economic development of many states. Following is the
Table 1: POPULATION IN DISTRICTS, VILLAGES, AND UAs / TOWNS – INDIA.
Scheduled tribes Proportion of SC/ST No. of population (%) No. of Districts No. of villages UAs/towns
Nil 50** 323,487 1,090
Upto 4.9% 278 68,189 2,420
5.0%-9.9 56 23,742 387
10.0%-19.9% 69 28,662 264
20.0%-49.9% 65 44,240 160
50.0%-74.9% 35 26,788 15
75.0% or above 40 78,507 42
Total 593 593,615
Source:http://censusindia.gov.in/Census_And_You/scheduled_castes_and_sceduled_tribes.aspxGALGOTIAS UNIVERSITY As Madhya Pradesh, Maharastra, Orissa, Gujrat, Rajsthan, Jharkhand, Chhatishgarh, Andhra Pradesh, West Bengal, and Karnataka are the State having larger number of Scheduled Tribes These states account for 83.2% of the total Scheduled Tribe population of the country. Assam, Meghalaya, Nagaland, Jammu & Kashmir, Tripura, Mizoram, Bihar, Manipur, Arunachal
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APPLICATION AND CHALLENGES OF CONVERGENT MEDIA IN PROMOTING TRIBAL CULTURE
Pradesh, and Tamil Nadu, account for another 15.3% of the total Scheduled Tribe population. The share of the remaining states / Uts is negligible.
Most of the tribal people used to prefer agriculture work. In the developed state like Punjab the laborer are from tribal class therefore these tribal class people are being deprived of the poverty. Communication Technology is being penetrated in our day to day life and tribes are also becoming a benefiter of this. Therefore when we are listening about globalization, westernization, Americanization & modernization where these tribal people exist or stands this is the question comes in our mind. Application of Convergent Media in promoting tribal culture:-
1. Mobile App for Tribal: On March 20, 2018 The Ministry of Tribal Affairs developed an android based mobile application called Tribal Diaries for internal monitoring as also connecting with officers/officials concerned with implementation of schemes / programmes for tribal development. On the other on Google play one can download ach tribe is your very own secure, invitation-only, private activity stream, where you can share files and have discussions in the same great ways that you’ve become accustomed to on public social networks. “Tribes “are a great place for close friends to keep in touch, co-workers to collaborate on projects, or professionals to learn. Any communication that deserves privacy deserves a tribe.
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APPLICATION AND CHALLENGES OF CONVERGENT MEDIA IN PROMOTING TRIBAL CULTURE
2. e-Commerce platform - of Tribes India- Going Digital will lead to expansion of tribal commerce and the availability of tribal products over large area, reaping greater benefits for tribal artisans. A e-commerce (electronic commerce) website – www.tribesindia.com has hence been made available for sale of all its products.
The Tribal Cooperative Marketing Development Federation of India, (TRIFED), under the Ministry ofGALGOTIAS Tribal Affairs, is engaged in marketing UNIVERSITY development of tribal products including art and craft items. TRIFED has been marketing tribal products through its own shops called "TRIBES India" and through the outlets of the state emporia on consignment basis. TRIFED has developed a system of sourcing products of art and craft made by empanelled tribal suppliers.
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3.Social Media Platform/ Facebook Page- National Commission for Scheduled Tribes has opened the facebook page for the purpose of promoting ideas and connecting a network with tribes. It is having more than 1,500 followers. On the other hand Adivasi Jagrookta Sangh is having more than 3000 followers but at the same time the content is very conflicting in nature which is basically provoking tribes in different direction.
On the other hand Hum Hain Aadivasi page is one of the most popular page on facebook which is basically have 57,273 followers. It shows that it is very popular among the tribal youth.
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APPLICATION AND CHALLENGES OF CONVERGENT MEDIA IN PROMOTING TRIBAL CULTURE
Interestingly a few tribal groups are also making a presence on Instagram page.
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APPLICATION AND CHALLENGES OF CONVERGENT MEDIA IN PROMOTING TRIBAL CULTURE
4.You-Tube Channel- There are different you Tube channels which are trying to protect and promote the culture of tribes. For example Hum Hain Aadivasi channel is having 2.4K subscribers. Tribal Group is having it’s on channel. Ministry of tribal affair is also available on you tube which is having more than 1621 views. (https://www.youtube.com/channel/UCR5HZvQvMX83ZQRbD-oyGHw)
Tribal TV is another you tube channel which is promoting conflicting opinion through you tube channel.
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More than 50 percent of India’s tribal population has move out of traditional habitant. (https://www.downtoearth.org.in/news/health/more-than-50-of-india-s-tribal-population-has- moved-out-of-traditional-habitats-62208)
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5.Blogs: - we should not forget about the contribution of different bloggers who are continuously writing about different tribes. They are not only trying to abolish many miscommunications about tribes but at the same time they are also promoting tribal culture not only in India but to the world. Like the blog “tribesofindia.blogspot.com” offers detailed information about Tribes of India. It is informing about different tribes in India, about tribal culture, traditions and lifestyle on URL of http://tribes-of-india.blogspot.com/. GALGOTIAS UNIVERSITY
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6. Twitter: - Twitter is the platform which is basically being used by celebrity and elite class people but we would be surprised to know that there are different person who coming forward to highlight the issue of tribes.
TT
Conclusion & Suggestion According toGALGOTIAS market research agency Kantar IMRB UNIVERSITY - India's internet users expected to register double digit growth to reach 627 million in 2019, driven by rapid internet growth in rural areas but most of tribes don’t have proper access of computer and internet connectivity.
There is lack of awareness among tribes about the benefit that the tribes can get through the use of convergent media.
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The literacy rate among tribes is also need to be improved which is 58.6 percent of overall population. Therefore it is required to improve the literacy level of tribes so that tribes can also get proper benefit.
Apart from positive points Social media platforms are also being mismanaged and providing misleading information also therefore there must be a proper mechanism through which we can control the vulnerability of this.
AS Ministry of Tribal affair is striving to facilitate and promote the rich tribal culture but it should be communicated properly among the tribes with the help of traditional media.
The cultural exchange should be such that can protect the rich culture of the tribes and can abolish different misconception about them.
Different community platform can be very helpful in mobilizing different tribal groups.
Proper use of convergent media can bring different tribes of the world near to Indian tribes.
Reference
[1]. http://vikaspedia.in/social-welfare/scheduled-tribes-welfare/tribes-india [2]. http://censusindia.gov.in/Census_And_You/scheduled_castes_and_sceduled_tribes.aspx [3]. Media & Tribal, Jagannath Pathi, Media & Tribal Development, Concept Publishing Company, New Delhi [4]. http://vikaspedia.in/social-welfare/scheduled-tribes-welfare/tribes-india [5]. http://factsanddetails.com/india/Minorities_Castes_and_Regions_in_India/sub7_4h/entry-4216.html [6]. http://www.pib.nic.in/Pressreleaseshare.aspx?PRID=1525200 [7]. www.tribesindia.com [8]. //economictimes.indiatimes.com/articleshow/68288868.cms?from=mdr&utm_source=contentofinter est&utm_medium=text&utm_campaign=cppstGALGOTIAS UNIVERSITY
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