Wednesday, December 30, 2020

Interviewing Dr. Kamil Zwolski: Professor of International Politics turned Edupreneur

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Kamil Zwolski

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Interviewing Dr. Kamil Zwolski: Professor of International Politics turned Edupreneur

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Global Views 360

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December 30, 2020

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Dr. Zwolski speaking on the security implications of Brexit, Warsaw, 2019

Dr. Zwolski speaking on the security implications of Brexit, Warsaw, 2019.

Today we talk with Kamil Zwolski, PhD, who is Associate Professor in International Politics in the UK and who recently launched MyGlobalPolitics.com.

Q: Kamil, what is the idea of MyGlobalPolitics?

Kamil: The idea is to explore how the Internet can open up new opportunities for learning International Relations and related topics, such as international security, geopolitics or the role of China. On the one hand, there are people who are interested in what’s going on in the world and would like to explore that topic in more depth. But on the other hand, they are not planning to study it at a university. There are also people who do study International Relations at a university and want some extra resources to do better and get better grades. The website also offers help to those who need help with their job applications, university applications, PhD proposals, policy papers and other projects on International Relations.    

Q: Is there a market for educational products in an academic niche?

Kamil: That’s what I am finding out. It is true that most people who want to sell educational products, such as online courses, go for one of the three big niches: making money, getting fit or dating/relationships. But I am an academic and an expert on International Relations. And that’s what I want to do. I also like the world of online education and entrepreneurship. In that sense, I am what is sometimes called an edupreneur.

Q: What do you do for your full time job?

Kamil: I am Associate Professor in International Relations at one of the leading UK universities. I am a published author with hundreds of citations on Google scholar, including two peer-reviewed books. I am also a passionate educator and a Senior Fellow of the UK’s Higher Education Academy. All it means I am serious about improving my teaching skills and making sure students learn stuff when they work with me.

Q: What are your hopes and plans for MyGlobalPolitics?

Kamil: I see the future of education as developing alongside two parallel routes. One route will be the familiar system of higher education institutions. Contrary to what some predict, I don’t think universities will go away in any foreseeable future. Over centuries, they have accumulated enough legitimacy to be seen as undisputed pillars of how people go about getting more advanced knowledge. Granted, universities - like all institutions - have to adapt and some will do that better than others. But as a category of institutions, they will continue to exist.

Then there is this other route, which we already see, but which is nowhere near its full potential. And that’s online education. We see some well-established players in that field, such as Udemy, but there is much scope for greater diversity within that category of services. The big players will stay there and may get even bigger, as more people choose online as a way to learn new stuff. But in addition to those large players, individual edupreneurs will be building their own little communities within their areas of specialism. And that’s where I see MyGlobalPolitics - a community of learners interested in International Relations, who want to get in-depth knowledge on the subject or who have some projects they want to work on. That’s my ambition for this platform.

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February 4, 2021 4:52 PM

Randomised Control Trials and the Alleviation of Poverty in India

Abhijit Banerjee and Esther Duflo won the 2019 Nobel Prize in Economics for their “experimental approach in alleviating global poverty”. Their experimental approach encompassed a variety of novel methods to understand and analyse interventions and Randomised Control Trials (RCTs). Their research has been used by policy makers to make informed policy decisions to best help the marginalised.

What are RCTs?

To understand the effect of a policy, intervention, or medicine, decision makers try to measure the efficacy of the treatment. Do deworming pills given to children improve test scores? Does providing chlorinated water improve the health and economic outcomes of villages? These are some causal (read causal, i.e. caused by, not casual) questions researchers are interested in. The best way to analyse causal effects is to randomise the selection of people in the treatment and the control group (for example: children who are given deworming pills versus children who are not given the pills). This random selection of the two groups removes many statistical biases that might affect the results.

RCTs in India:

Many of the RCTs performed by Banerjee and Duflo were in India. They involved short- and long-term impact assessments of various interventions, policies, models, and treatments. We look at a few RCTs implemented in India:

Teacher absenteeism rates:

Troubled by the low attendance rates (or high absence rates) of public-school teachers in India, Duflo assessed the impact of financial incentives on the absence rates of teachers in Rajasthan. The study monitored teacher attendance by cameras, which was tied to a financial incentive if the attendance was high. From a baseline absence rate of 44%, teacher absenteeism in the treatment group fell by 21%, relative to the control group. High teacher attendance caused child test scores to improve too.

COVID-19 and health-seeking behaviour:

In the context of COVID-19, Banerjee tested the effect of sending messages via SMS that promoted health preserving behaviour. The results were very positive. By sending a short, 2.5-minute clip to 25 million randomly selected individuals in West Bengal, the intervention i) found a two-fold increase in symptom reporting to village health workers, ii) increased hand washing rates by 7%, and iii) increased mask-wearing by 2%. While mask-wearing rates increased only marginally, the spillover effects (wearing a mask stops the virus from infecting more people) were moderately high and positive.

Asset Transfers and the Notion of Poverty:

An RCT by Banerjee in West Bengal involving a productive asset transfer accompanied with training found large and persistent effects on monthly consumption and other variables. The treatment group reported 25% higher consumption levels relative to the control group, who did not receive the asset transfer and training. Implications of such RCTs are huge. The notion that the poor are lazy and unwilling to perform strenuous labour is falsified by this RCT. Often, what the poor lack are opportunities that are hard to come by, given their financial status. A small nudge, like the asset transfer, can cause large and positive effects on their well-being.  

Salt fortification to reduce anaemia:

RCTs also help rule out less cost-effective interventions. Duflo and Banerjee evaluated an RCT which distributed fortified salt in 400 villages of Bihar, to reduce the prevalence of anaemia. However, this intervention found no statistically significant impact on health outcomes like anaemia, hemoglobin, etc.  Thus, while RCTs help introduce novel methods of impacting the lives of the poor, they also help in ruling out in-effective measures. A policy maker might try other alternatives to reduce the prevalence of anaemia.

Are RCTs the gold standard?

Maybe. Extrapolating results from a regional RCT to national policies could present problems. Contextuality matters. A study that indicates positive gains for one region might present different, and rather adverse effects for another region. Nation wide effects might not be as prominent as regional results of a single RCT. The good part is that Banerjee and Duflo have a solution. Just perform more RCTs!

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