scholarly journals REORIENTING MANAGEMENT EDUCATION TO MEET CORPORATE EXPECTATIONS

2017 ◽  
pp. 139-148
Author(s):  
Jasmine Gupta
Keyword(s):  
Social Sciences ◽  
Business Education ◽  
Management Education ◽  
Business Schools ◽  
General Management ◽  
Vocational Orientation ◽  
Education In India ◽  
Pertinent Question ◽  
Management Institutions ◽  
Management Students

Management Education in India has come of age. The focus of management education is to serve twin purposes, one, to provide a functional and vocational orientation to the management students by preparing them mentally and technically for their careers. The second aim is to provide a general management education based on humanities, social sciences and ethics. However, since the last decade the forces of globalization, deregulation, open competition, privatization and technological change that have made a profound impact on society and business should also affect the context in which business education takes place in the next decade. Furthermore, global businesses call for management talents with global decision-making and executive capability. The pertinent question in such a scenario is whether our management institutions are really grooming the type of managers required by the corporate or not. Thus it is very important to understand the expectations of corporate from business schools because these schools are almost like laboratories incubating the future managers who would lead our future organizations. Thus B-schools would need to introspect and re-examine the roles they are performing at present, and reorient their focus for a large perspective. The objective of the paper 'Reorienting Management Education to meet Corporate Expectations' is to highlight the current situation of management education in India and focus on the point that business schools should reorient their management education approach to enhance the competencies of their managers to meet corporate expectations.

Globalization and Its Impact on Business Education in Emerging Economies: A Case of India

2019 ◽  
Vol 6 (2) ◽  
pp. 278-291 ◽  
Author(s):  
Shweta Malhotra Bhatia ◽  
Sigamani Panneer
Keyword(s):  
Emerging Economies ◽  
Business Education ◽  
Management Education ◽  
Business Schools ◽  
Indian Government ◽  
Managerial Roles ◽  
Education In India ◽  
Education Market ◽  
The Impact

The article reviews the impact of globalization on the quality of contemporary business education in India. When the Indian government liberalized the business education market in the 1990s, it was assumed that creation of business schools would automatically lead to employment-ready individuals, especially in managerial roles. On the contrary, certain trends suggest that business schools have been producing suboptimally skilled individuals for the industry, leading to an incessantly widening skill–employability gap. The article discusses the plausible reasons for this gap. The article also argues for integrating emotional intelligence (EI) as a key behavioural skill in management education framework.

Management Education in India: Issues & Challenges

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Pankaj Kumar Malviya
Keyword(s):  
Management Education ◽  
Present Situation ◽  
Quality Education ◽  
Job Market ◽  
Men And Women ◽  
Education In India ◽  
Emerging Issues ◽  
Management Institutions ◽  
Context Specific ◽  
Positive Effect

Management education attracts young men and women, who are usually motivated by the positive consequences. There are more than 3,500 management schools in India, but all of them are not capable of providing quality education. In the last decade a number of B- Schools opened up, because people involved in this industry consider it as the easiest way to make money. But in the last 3 to 4 years, a large number of Business-schools find it difficult to fill complete intake capacity of their MBA or PGDM programs (except top B-schools). The major reason of this downfall was the effect of recession (worse conditions of job market). Prior to that, management education had very positive effect among youths, but now the scenario has changed and the young graduates are going for other courses instead of MBA. About two thousand B-schools have empty MBA or PGDM seats. Interest of applicants is missing, even after heavy expenses on advertisements, seminars, education fairs etc. Recession, in reality, has lot more things for the management institutions to learn and act for the future. It is necessary for Indian B- Schools to make management education context specific. This paper tries to explore the present situation of management education in India. This paper also studies the trends prevailing in management education in India, and also tries to find out the implications of it on the industry and on the individuals. Further, it tries to study emerging issues of management education, and to find implementation of possible direction and policy towards improvement of management education in India.

Management science and nation building: The sociotechnical imaginary behind the making of the Indian Institute of Management in Ahmedabad

2021 ◽  
pp. 001946462110203
Author(s):  
Lourens van Haaften
Keyword(s):  
Business Education ◽  
Management Education ◽  
Nation Building ◽  
Management Science ◽  
Indian Institute ◽  
Management Knowledge ◽  
Education In India ◽  
Development Trajectory ◽  
Distinct Character

The start of management education in India in the early 1960s has been dominantly described from the perspective of ‘Americanisation’, characterised by isomorphism and mimicry. Existing scholarship has avoided the question of how management education and knowledge were reconciled and naturalised with India’s specific socio-economic contexts. This article addresses the issue and provides a situated account of this complex history by delving into the establishment of the Indian Institute of Management Ahmedabad, one of India’s first and most prominent management schools. Using the concept of sociotechnical imaginary developed by Jasanoff and Kim, the analysis describes how the development of management education and research was aligned with the objective of nation building. The article shows that the project to start management education did not take off before the capitalist connotations, associated with business education, were subtly removed and a narrative was created that put management education in the context of India’s wider development trajectory. Under influence of a changing political atmosphere in the late 1960s, a particular imaginary on the role of management knowledge and education unfolded in the development of the institute, giving the field in India a distinct character in the early 1970s.

Teaching Effectiveness in Fluid Discipline: The Case of Cost Management Education in India

1997 ◽  
Vol 1 (1) ◽  
pp. 43-47
Author(s):  
V.G. Sridharan
Keyword(s):  
Teaching Methods ◽  
Teaching Effectiveness ◽  
Management Education ◽  
Business Schools ◽  
Cost Management ◽  
Theory Development ◽  
Descriptive Theory ◽  
Education In India ◽  
Historical Developments ◽  
Fluid Characteristic

The paper has been organised initially to briefly examine the fluid characteristic of cost management discipline through its historical developments. It then proceeds to trace the existing status of cost management education, encompassing substantive issues on text contents, sequencing and teaching methods in Indian business schools. The Paper finally seeks to achieve its objective by recognising and integrating purpose-based application, manufacturing orientation and descriptive theory development.

scholarly journals Chilean management education: rhetoric of pragmatism, consumerism, individualism and elitism

2010 ◽  
Vol 8 (2) ◽  
pp. 370-387
Author(s):  
Marcela Mandiola Cotroneo ◽  
Paula Ascorra Costa
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Management Education ◽  
Business Schools ◽  
Economic Globalization ◽  
Educational Institutions ◽  
Education Practice ◽  
Goods And Services ◽  
The Social

The aim of this paper is to understand the character and the role of higher education in business in relation to the wider institutional and structural contexts within which they function. Being loyal to that widespread background, business schools in Chile have become efficient providers of appropriate goods and services for their respective clients and consumers, behaving more like corporations and businesses rather than educational institutions. From this perspective, business education's alignment with the wider political and socio-economic shifts associated with the developments of market economies and economic globalization is a necessary reflection. In this paper we will provide an account of our problematization of management education practices in Chile. This practice was pictured as one of the main characters at the forefront of the Chilean neo-liberal revolution during the final years of the last century. In particular, we will unravel more closely the chain of signifiers articulating the meaning of Chilean higher business education. This articulation is recuperated mainly around how those involved in the management education practice talk about (our)themselves. As well as specialised press writings, some academic accounts and fragments from our own 'ethnographic' involvement are used for this purpose. Particular attention is paid to the social, political and fantasmatic logics (GLYNOS; HOWARTH, 2007) as key elements of our own explanation of this practice, which in turn informs our critical standpoint.

An analysis of intensive mode pedagogy in management education in India

2015 ◽  
Vol 29 (4) ◽  
pp. 408-419 ◽  
Author(s):  
Sita Mishra ◽  
Rajendra Nargundkar
Keyword(s):  
Management Education ◽  
Mode Of Delivery ◽  
Developed Countries ◽  
Delivery Mode ◽  
Content Type ◽  
Mba Students ◽  
Education In India ◽  
Speed Up ◽  
Management Institutions ◽  
Intensive Teaching

Purpose – Management education is at its peak in India. But pedagogy and modes of delivery are not always innovative compared to top international Business Schools. It is through experimentation that the paper may be able to discover what works best in our context. The purpose of this paper is to determine the effectiveness of intensive mode of delivery vs traditional semester-wide teaching of management courses among MBA students of a leading Business School, through one such experiment. Design/methodology/approach – A total of 19 dimensions were used in this study. The questionnaire was tested on two different groups. An independent sample t-test was conducted for each dimension, to find out if the group that was subjected to this experiment had opinions different from the group that did not undergo the accelerated version. Findings – The results indicated perceptions on most of the dimensions disconcerting, barring increase in commitment, engagement, focus, and concentration with intensive mode. Further, this negative perception augmented towards intensive delivery mode, after experiencing traditional delivery. Practical implications – The literature does appear to show controversial outcomes related to intensive mode but more studies are in support of intensive modes of delivery format. The issue of whether students learn better in a semester/trimester of traditional length or with a compressed schedule is a key concern to the innovations in higher education scheduling today. Findings of this study pose a serious threat to all those management institutions which are planning to attempt to speed up the delivery of programmes and courses within them in order to reduce cost or other reasons. Originality/value – In education literature, significant amount of research has been carried out using a time compressed in developed countries. This study is one of the first studies, which focuses on determining the effectiveness of intensive teaching against traditional trimester/semester wide teaching among MBA education in India.

scholarly journals Sustainable Development in Business Education

Economics ◽  
2015 ◽  
pp. 1347-1366
Author(s):  
Fernando Lourenço ◽  
Natalie Sappleton ◽  
Weng Si Lei ◽  
Ranis Cheng
Keyword(s):  
Sustainable Development ◽  
Stakeholder Theory ◽  
Business Education ◽  
Teaching And Learning ◽  
Management Education ◽  
Business Schools ◽  
Pedagogical Tool ◽  
Economic Liberalism ◽  
Business And Management

This chapter highlights the challenges of teaching sustainability in business schools. The authors provide a discussion of economic liberalism and different forms of stakeholder theory to explain the varying attitudes among educators towards ethics, responsibility and sustainability. The assumption that business schools encourage a ‘profit-first-mentality' is fleshed out, and it is argued that this attitude likely affects the effectiveness of teaching and learning in respect to ethical, responsible and sustainable values. The chapter later questions whether it is better to flow with the dominant economic-driven values as prescribed by conventional business education or to challenge it in order to nurture sustainability-driven values among students. These options are explored and the suggestion that entrepreneurship has a role to play as a pedagogical tool to support the teaching of sustainable development is offered. It is argued that entrepreneurship does not confront, but supports the extant values of conventional business education and therefore is a feasible approach for business education. Finally, implications for business and management education, as well as, the role of entrepreneurship to promote sustainability-values are discussed drawing on models and two case studies (UK and China).

How European business schools can find their way

2014 ◽  
Vol 5 (2) ◽  
pp. 226-257 ◽  
Author(s):  
Bernard Sionneau ◽  
Carlos Rabasso ◽  
Javier Rabasso
Keyword(s):  
Critical Thinking ◽  
Business Education ◽  
Business Schools ◽  
The European Union ◽  
Content Type ◽  
New Business ◽  
European Business ◽  
The One ◽  
Management Students ◽  
Systemic Understanding

Purpose – This paper aims at explaining why “Globally Responsible Humanism (GRH)” is presented here as the pivot for a re-foundation of European Business Schools’ culture. Explaining the concept and its difference with traditional European Humanism, the related argumentation is organized around two main parts: the first one explains why the European Union and its business schools do not make sense in a globalization process driven by the financialized economy; the second one shows how a sustainable exposition of European management students to a transcultural approach, a postcolonial perspective, and critical thinking, can lead to their training as future globally responsible leaders in New Business Schools for Societal Studies. Design/methodology/approach – An international political sociology perspective, applied to the interpretation of globalization trends, and a critical thinking approach to education allow for a questioning of the values and contents of mainstream business learning. Findings – The new proposed transversal, postcolonial and interdisciplinary pedagogical approach regarding business education is conducive to closely related operational tracks: on the one hand, how to improve the skills and systemic understanding of students’ global environment; on the other hand, how to lead, organize and manage the coherent “GRH”-driven business school. Originality/value – The originality of this paper stems from the combination of critical works issued from the social and human sciences realms to revisit business education.

Sustainable Development in Business Education

2014 ◽  
pp. 116-135
Author(s):  
Fernando Lourenço ◽  
Natalie Sappleton ◽  
Weng Si Lei ◽  
Ranis Cheng
Keyword(s):  
Sustainable Development ◽  
Stakeholder Theory ◽  
Business Education ◽  
Teaching And Learning ◽  
Management Education ◽  
Business Schools ◽  
Pedagogical Tool ◽  
Economic Liberalism ◽  
Business And Management

This chapter highlights the challenges of teaching sustainability in business schools. The authors provide a discussion of economic liberalism and different forms of stakeholder theory to explain the varying attitudes among educators towards ethics, responsibility and sustainability. The assumption that business schools encourage a ‘profit-first-mentality' is fleshed out, and it is argued that this attitude likely affects the effectiveness of teaching and learning in respect to ethical, responsible and sustainable values. The chapter later questions whether it is better to flow with the dominant economic-driven values as prescribed by conventional business education or to challenge it in order to nurture sustainability-driven values among students. These options are explored and the suggestion that entrepreneurship has a role to play as a pedagogical tool to support the teaching of sustainable development is offered. It is argued that entrepreneurship does not confront, but supports the extant values of conventional business education and therefore is a feasible approach for business education. Finally, implications for business and management education, as well as, the role of entrepreneurship to promote sustainability-values are discussed drawing on models and two case studies (UK and China).

Assessment of Technical Efficiency of Indian B-Schools

2014 ◽  
pp. 128-139
Author(s):  
Sreekumar ◽  
Gokulananda Patel
Keyword(s):  
Service Sector ◽  
Management Education ◽  
Weighted Average ◽  
Efficiency Analysis ◽  
Data Envelopment ◽  
Education In India ◽  
Using Data ◽  
Management Institutions ◽  
Indian Students

In the present economy, both at national and international front service sector, is playing a pivotal role as a major contributor towards the GDP. The importance of service sector necessitates the efficiency measurement of various service units. The opening of Indian economy (Liberalisation – Privitisation – Globalisation) has affected every segment of Indian industry and service sector, education being no exception. Today, management education is one of the most sought after higher education options for Indian students. Management education in India has also undergone many changes in the last decade or so, meeting the need of industries. Meeting this growing demand has lead to proliferation of management institutions, and in many a cases the quality of education is compromised. Some popular Indian magazines and journals started ranking the Indian B-Schools intending to give information to all the stake holders involved. All these methods either use weighted average or clustering method to rank the institutes. This chapter proposes an alternative method based on efficiency analysis using Data Envelopment Analysis to rank the Indian B-Schools. The B-schools are observed over multiple periods of time, and the variations of efficiency are used to draw a conclusion about the performance of B-schools. Window analysis is used to compare the performance of B-schools over the period of time.

Sign in / Sign up

Export Citation Format

Share Document