Interpersonal Competitiveness refers to the urge of the individual to accomplish something in any form of human endeavour, and sometimes, prevent others from reaching that goal in that process. This study examined the construct of interpersonal competitiveness (IC) with reference to similar constructs generated in earlier research. It recognised IC as an adaptive characteristic trait of individuals who wish to win in interpersonal situations. A Competitiveness Index of 20 items was administered to 391 students at the end of business simulation games played at three business schools. Factor analysis of the data generated five IC factors, viz., measured aggression, proactivity, intrinsic motivation, winning orientation, and verbal aggression. Interpersonal Competitiveness was found to be an amalgam of willingness and courage to attack, ability to act earlier than others, and an innate eagerness for action, irrespective of material discomforts, gains or rewards. Implications and recommendations for future research are discussed.

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Self-efficacy is an individual's confidence in the personal ability to complete a task under specified conditions. Game self-efficacy is the belief of game players that they would win in a business simulation game competition. To understand the composites of such belief, an instrument of 30 statements was developed and statistically tested on 227 undergraduate students at the end of a business simulation game competition. The factor analysis produced eight factors of perceived game self-efficacy, namely, innovation, experimentation, conviction, openness, focus, proactivity, conceptualisation and determination. These factors have significant research implications for goal-oriented behaviour, goal setting and performance enhancement at work and in games and competitions, and in developing simulation games.

India's Distance Ed11cation (DE) instit11tions have been aro11nd for over 35 years. We see a paradigm shift in the perceptions of people who have taken to DE in large n11mbers for social and economic reasons in a contin11011s exercise called lifelong learning . As 011r national reso11rces are limited, our conventional ed11cation systems cannot meet this demand. Sp11rred by a variety of non-conventional media like floppies, CD and comp11ters, DE has met this need, to some extent.New technologies in information and communication and in particular, the Internet, now make it possible for DE institutions to extend the frontiers of education further, without the constraints of resources, distance and time. DE institutions can now operate through the Internet, a timeless and ever changing medium that facilitates the speedy transmission of data, including education course content, in multimedia format. The learner communicates with his institution, through his PC, from anywhere in the world and at any time of his convenience. Such institutions must pay heed to content, attractiveness and access of their Web sites to remain in the race. Globally, many conventional institutions offer DE through the Internet. Although Indian Internet infrastructure has some weaknesses, many institutions have launched courses in management and IT that can be learnt only through the Internet.

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