necessity of quality management education in india-an...

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Research Paper

International Journal of Informative & Futuristic Research ISSN (Online): 2347-1697

Volume 2 Issue 10 June 2015

Abstract

Every year number of management students are passed out from the management institutes, but due to their inefficiency, lack of qualified faculty, the students outcome did not match to the industries requirement. Changing economic conditions and intensification of global competition have given management education an increasingly central role in the success of individuals and corporations. Management education has spread in the last fifteen-twenty years in India. At this juncture, Management education needs a critical examination as only developing talent can take India forward. Today, business schools have the challenging task of developing the competency level of students to meet corporate expectations. Given the developments in today’s business environment, preparing our students for their future will require significant change in the curriculum and pedagogy. This article presents and discusses what activities should be initiate for quality management education in India.

1. Introduction

Good learning is one of the best ways for achieving good academic performance. Good learners can

easily under and respond to his surroundings and act as per the environment. Teacher learning style

is also shows more effect on students learning. A teacher should say good moral, ethics and deliver

his lecture more interesting by good examples so as the student‘s attention and interest towards the

Necessity Of Quality Management

Education In India-An Analytical Study Paper ID IJIFR/ V2/ E10/ 053 Page No. 3664-3678 Subject Area

Marketing

Management

Key Words Quality Management Education, B-Schools, Higher Education, Teaching

Method, Curriculum, Continuous Learning

Received On 11-06-2015 Reviewed On 22-06-2015 Published On 24-06-2015

N. Purna Chandra Rao 1 Research Scholar,

VIT Business School,

VIT University, Vellore

Dr. CLV Siva Kumar 2

Associate Professor,

VIT Business School,

VIT University, Vellore

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ISSN (Online): 2347-1697 International Journal of Informative & Futuristic Research (IJIFR)

Volume - 2, Issue - 10, June 2015 22ndEdition, Page No: 3664-3678

N. Purna Chandra Rao , Dr. CLV Siva Kumar: Necessity Of Quality Management Education In India-An Analytical Study

lecture will be high. A lecture should also take as role of counselor or mentor and trying to

understand his personal problems, gross roots of the problems and provide appropriate solution.

Normally good students have clear goals and vision. They are very good at time management and

plan everything as per their schedules without wasting their time. Parents are involved in student‘s

education or academic matters it shows better results for all. Parents may understand the student‘s

interests, make plans for their future achievements and they may be encouraged in their interested

fields. But due to acute competition among the colleges, the institutions are diluting the quality

education. Normally government universities depend on state or central government for financial

aids for the institution development whereas private institutions also depend on state or central

governments for subsidies and their survival which results to poor quality. Recently, The Telangana

government did not give permission for admission in 174 engineering colleges because of

inadequate faculty; poor infrastructure. Recent NASSCOM survey reveals that most of the

professional and technical students do not have skills which are required to match the company

requirements. Simply they are getting degrees, but not have employability skills and moral values. In

some of the university academic curriculum has a combination of Assessment, individual project

work in between the course work, how the student is implementing or applying the theoretical

knowledge into practical aspect. Recently in a huge gathering at convocation the Andhra Pradesh

governor says that most of the engineering students are applying for clerks or caps jobs. In fact,

producing influential managers is the biggest challenge. Therefore, there is a need to highlight the

present scenario of quality education in India. This paper will focus the issues related to managing

quality education in globalized competitive market. The Rest of the paper is distributed in 6 sections.

Section 2 gives the overview of Period exemplification of Management Education in India. Section 3

provides Objective of the study with few subsections 4 & 5. Section 6 gives impression about the

standards required for quality management education. Section 7 is having detailed knowledge about

research methodology. Section 8 is foremost which discuss the analytical results.

2. Management Education in India: Early Period

Business education has a long history in India, dating back to the 19th century. Early Business-

Schools were focused on the commercial side of business, seeking to fulfill the needs of the then

British government.

1. India‘s first B-school, i.e., Commercial School of Pacchiappa Charties was set up in 1886 in

the southern city of Chennai (Madras).

2. In 1903, British government initiated Secondary school level commerce classes at the

Presidency College in Calcutta.

3. The first college level Business School was founded in 1913 in Mumbai at Sydenham

College.

4. In 1920 in Delhi as Commerce College, later on it was renamed as Sri Rama College of

Commerce.

5. The Indian Institute of Social Science founded in the year 1948 as India‘s first management

program with an intention to train manpower to create & spread the knowledge required for

managing industrial enterprises in India.

2.1 Midvale Period

1. Catholic community founded Xavier Labor Relations Institute (XLRI) at Jamshedpur in

1949.

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2. Indian Institute of Social Welfare & Business Management (IISWBM) was set up in 1953 at

Calcutta. That was considered as India‘s first official Management Institute.

3. The IIM Calcutta established in collaboration with the Sloan School of Management (MIT)

for faculty & pedagogy development in the year 1961, with an intention to focus on

Quantitative & Operational aspects of management.

4. IIM Ahmadabad was founded in 1962, pioneered the case method of teaching in India with

an emphasis on Qualitative strategic-integration.

5. Two more IIMs were founded in Bangalore (Karnataka) & other in Lucknow (U.P.) in 1973.

6. The Indian Institute of Forest Management was setup in 1982 in Bhopal (M.P.) as a leader in

specialized management education for the entire forestry system in India with the help of

IIM, Ahmadabad.

Two other important developments of this period were the legislative framework on regulation of

engineering and management education in India that came into force in 1987, and the Association of

Indian Management Schools (AIMS) that was inaugurated in 1988. Today AIMS has in its

membership nearly 450 Business Schools, and is the 2nd largest B-Schools association in the world.

At the time of founding AIMS in August 1988, there were just about 100 B-Schools in India.

2.2 Present Scenario

After 1988 here was a massive surge in the number of B-Schools in the country, almost doubling

every five years – a geometrical progression, as it were:

Table 1: Year wise increment in B Schools

Year No. of B School

In1988 100

1993 200

1998 400

2003 800

2008 1700

In late 1990‘s, two more IIMs were setup, one at Kozhikode (Kerala) & the other at Indore (M.P.) In

2013 around over 2,400 business schools producing over 1,00,000 management graduates every year

is not enough to meet the growing demand for management education in India. Against 2,90,000

students applied for CAT in 2008 number of seats offered by IIMs are 1,700 only showing the huge

demand – supply mismatch for quality management education in the country. There is twice growth

rate of b-schools in India, and they have nearly 190,000 seats for a total pool of 3.5-4 lakh MBA

aspirants who sit for the national and state-level MBA entrance exams. As the number of seats is

fewer than the total pool of available students, getting students to enroll should not be a problem for

these 2,400 B-schools, on the face of it. Wrong. Every year, since the last 2-3 years, an increasing

number of b-schools are finding it tougher to fill the complete intake capacity of their MBA or

PGDM batches by the time they begin their sessions in the month of June. Except the top 50 of the

best known b-schools, which have enough pull effect to attract excellent numbers and thereby have

the privilege of even providing a waiting-list for prospective students. Therefore some other factors

affecting the preference of students regarding management college/institution. After analyzing the

data collected, it was found that College physical facilities, placement assistance and fee charged by

college are more effective factors rather than geographical location, brand name and promotional

efforts of the b-schools.

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In India the management education courses start at undergraduate level, as a three-year

Bachelor Degree in Business Administration (BBA), offered in some colleges in the country.

This course provides basic knowledge about management concepts and business structure

and follows a yearly / semester -wise examination system. This is followed by two years‘

Postgraduate MBA / PGDBM programme. MBA and PGDM education is currently available

through residential, full-time, and distance education modes. Most B-Schools follow a

semester or trimester examination system. The object of this course is to train the graduates to

become managers in corporate sectors in different fields such as marketing, human resource,

finance, operations, foreign trade and selected sectorial areas etc. The curriculum first gives

more emphasis on general subjects in various areas of management such as business law and

ethics, managerial economics, finance, OB-HR, principles of management, marketing, quantitative

methods, IT in management etc. In the second year students can opt to specialize

in selected functional areas in which they have had foundation courses in their first year. The

use of case studies in management education is now universal and ubiquitous. So much so,

this pedagogy is now taken for granted by the B-Schools. With ready availability of instructor

accessories such as test banks, case teaching notes, and slides, instructors often miss out on

the philosophical and scientific foundations of this important teaching pedagogy.

Postgraduate full time management programme invariably requires students to undertake

seven- eight weeks summer internship and final MBA project work. Increasingly, the

programmes also emphasize behavioral and soft skills. The institutions usually have strong

placement cells. Admissions to post-graduate programmes in various schools are done

through different entrance tests like CAT, MAT, ICET and own tests conducted by universities.

Apart from formal degree programmes in management / business administration, a variety of

short-term postgraduate diploma and certificate programmes are being offered for aspirants

unable to access the formal full time degree programmes .These part-time programmes are

mostly being offered by distance education institutes or through evening/ weekends based

programmes by private / autonomous institutions. Several universities and autonomous institutions

offer three – five year programmes in management. Admission is based on written/ on line test

followed by Group discussion and interviews. ) shifting the focus of programmes from conceptual

learning to skill development.

Management education is one among those which got a new dimension with this changing

time. Initially Marketing, Finance and Human Resource Management were considered as

functional area of management, but now management education covers much more functional

area like Operations, Information Technology, International Business, Supply Chain

Management, retail and much more to add to the list. India has witnessed a continuing growth

in this sphere of education because of the rising demand of trained and talented management

graduates.

2.3 Why Foreign MBA

The first Management education programme started at MIT in 1931. The second was started

at Harvard in 1943. During those days the management institutions in India were very few and most

of the celebrity‘s sons/ business man sons were preferred to do MBA Programmes in foreign

countries as a prestige course.

2.4 Executive MBA Course

If the persons are doing jobs and have more than 3 years‘ experience, they prefer to do Executive

MBA Programme. It improves new management skills and techniques to move towards increased

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responsibilities, strategic thinking, critical analysis, better communication and team building skills

and overall development and negotiating skills to take the up the career ladder. Most of the students

and Employers feel that Executive MBA will provide an immediate return for the candidate and

employer. As a student, they will walk away from each class with applicable skills and knowledge,

as well as a holistic approach to understanding and solving business problems. The nature of the

EMBA, which enables you to work and study at the same time, is incredibly relevant particularly in

tough economic times. What's taught in the EMBA classroom relates to the current economic

climate, ensuring that the skills and knowledge you acquire is not redundant. Professionals and

experts from other industry sectors also gain from the general management skills they have reaped

from the EMBA experience.

3. Objectives

I. To reformulate the purpose and objectives of Management education in the light of Global

Competition?

II. To identify the issues that needs ironing out so as to make management education move

from dogmatism to dynamism?

III. To suggest a system of Quality management education system with focus on quality

process?

4. Key tasks in Management Education

Management education requires more knowledge from various issues in order to solve problems in a

strategic way. Management education is a key task to teachers and students Advance methods of

teaching, different problems in industries, case studies will re-think the both. Different problems in

industries in different countries are available through web; students should have access to them and

also think differently by brainstorming. Management students should satisfy the corporate recruiters,

they expect good analytical skills, adoptability and problem solving skills to solve their business

problems. And the management students work with a team and develop their business globally, if

they satisfied, corporate companies will recruit with attractive starting salaries.

5. Catching Student’s Expectation

Due to severe competition among the institutions, a key challenging task is to attract the students by

different strategies, particularly, in identifying and satisfying the joined students is challenging job

rather than delivering quality education against other institutions. Most of the management education

Colleges in Bihar, Uttar Pradesh, Telangana and Andhra Pradesh Management institutions are

following Quid pro quo principle .It means colleges were attracted the students to get admission in

their colleges by offering two wheelers, free laptops, no bus fee, free Hostel accommodation and

need not pay any university fee .After their admission, student need not come to college, but colleges

gave full cooperation to write final examination.

6. The Management Education Should Follow Some Standards For Quality Education

6.1 For the perspectives of Students

Quality management degree from a reputed management institute brings on additional benefits by

imbibing the following skills into future managers:

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(i) Management capabilities: This deals with learning managerial methods to motivate

other employees for better productivity. Thus Management schools, thus, should aim to

develop future managers with quantitative and analytical skills, functional knowledge,

interpersonal skills, negotiation skills, Entrepreneurship qualities, administration and

other non-cognitive skills.

(ii) Professional Attitude: MBA graduates must be outcome oriented. They must do

whatever they choose to do with a strong sense of responsibility and determination to

their best, it results they must be efficient in their usage of resources and time.

(iii) Entrepreneurial Attitude: Business school‘s curriculum should focus on developing

initiative taking and looking at newer possibilities to achieve goals.

(iv) Presentation and Problem solving skills: Pertains to improving public speaking

abilities and other interpersonal skills. And also learn how to handle difficult problems

by implementing strategies

(v) Team building capabilities: Learning new techniques to build a strong and successful

team that works together towards achieving challenging goals.

(vi) Continuous Learning: Management education involves a lifetime process — a

―continuum of learning‖ with self-teaching and initiative, work experience, on-the job

training, Management schools should teach more effective environmental scanning and

analysis which is particularly important for domestic and international business.

(vii) Value Added courses: students must aware of application software such as ERP, SAP,

SCM & logistics. In addition to this they must also get to learn of the actual running of

an enterprise.

(viii) Other Important Skills: Theses include Inter-personal skills, Communication skills,

Self-confidence and motivational skills, Entrepreneurial Skills & Management skills.

6.2 For the perspectives of Management Institutes

(i) Attractive Teaching –learning methodologies: Students learn in many ways through

class room interaction. Therefore one of the main challenges to a good lecturer is how

to get students actively engaged. Beneficial teaching methods are those that encourage

students to debate on the topic on hand, arouse their curiosity, and lead them to ask

many questions as a way for them to know the subject in depth. This process helps

students internalize the various dimensions of the management issues considered. It

also creates genuine excitement and creativity in the ‗mind-think‘ exercises designed

to merge theory with practice. Techniques like questioning skills, use of worksheets,

and presentation slides and films help to produce interactive lectures. Co-operative

learning is another key teaching methodology in management education. Activities

such as, for example, management games and projects help students hone their

personal as well as professional work skills. These management games give students

simulated opportunities to put theories into practice. The simulation technique enables

them to learn from each other.

(ii)Restructuring the Curriculum: Developing a curriculum is a challenging task and has to be

continuously updated to keep pace with the advancements. Curriculum should be change

periodically to match the industry needs. But in most of Indian universities and B School it

takes years to get syllabus revised due to bureaucratic setup and private B Schools also don‘t

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show much enthusiasm towards revision of syllabus because it may call for appointing new

faculty and updating existing faculty which could be a costly issue. Institutes imparting

management education should ensure to revise their syllabus in consultation with industry

experts to meet their requirements.

(iii) Assessment Plan: One major aspect is Develop assessment plans. This assessment plan

should leads to the student outcome or result. This assessment can be done either direct or

indirect method. Direct method means by conducting quizzes, examinations, seminars etc.

Indirect method means knowing his knowledge and skills by perception. However the indirect

method may not give accurate results. So combination of both will always give strong results

.then this data can be analysed and interpret.

(iv) Concentrate on Quality Faculty: At present number of faculty members are without Ph.D.

& research background. In fact, at the University level UGC expects either Ph.D. or NET/SET

as an essential qualification in the selection process at college or University level. But due to

shortages of faculty in Technical and professional courses, only a master‘s degree is enough to

become a faculty member. In selection process industry experience has given a special

weightage but due to shortages of faculty, the industry experience is also not being judged

properly in number of cases. Moreover AICTE has no machinery to develop & train the

faculty to teach many Courses. It is also observed that some of the institutions either engage

par time faculty or appoint them on contractual basis where they have a little involvement

either with the institution or with the students. Newly joined faculty members adopt only

lecture methods & impart theoretical or conceptual knowledge to the students rather than

brainstorming, practical knowledge or its application. New faculty members without any

experience cannot take up the research or development of teaching materials & deliver only

the lectures mainly drawn from the text books.

(v) Promote Research Culture: The management Institutions do not have culture to supportive

for research activities. Imbibing a research culture requires a good library support system,

Research & Development Cell, if possible incubation centers.

(vi) Faculty Development Programmes: In order to create good teachers for Management

Institutions, the faculty development programmes must be implemented on a large scale.

Presently the teachers in some Management Schools are prepared on a trial & error basis.

(vii) Develop Industry Interaction Interface: Except in case of top ranking B-schools, there

are no mechanisms to forge close relationship between B-schools & industry groups. The main

strength of top class B-schools are their strong relationship with industry through teaching,

internship programmes, research, student placements, problem solving and case study

preparation. This issue in India is to make this happen in case of the low ranked B-schools in

the country, there should be institutional mechanism for developing liaison with industry in

each B-school. And Students should undergo for apprenticeship or intern for not less than

some duration. It leads to understand the industry requirements by the students and understand

how to apply their theoretical knowledge into practical, it also provides an opportunity for

students to share their insights, knowledge and analyses with a company‘s executives as a way

to further refine their personalized action plans.

(viii) Need to broaden the specialization:-There are some businesses which are Context specific

to India. e.g. agricultural services, infrastructure management, Contract research and hospital

management are rapidly growing areas in business. These businesses need customized

management education. Curricula customization, Specific material development & faculty

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specialization are some of the neglected factors that led to poor Quality of management

education in India. No doubt some of the B-schools have introduced MBA, program, focused

on telecom, financial services & infrastructure management, IT, Software Management but

still it requires more efforts on customization in order to broaden the Specialization.

(ix) New Collaborations with foreign universities: Management institutions should foster an

academic collaboration on campus leading to study abroad opportunities, faculty exchange

programmes, dual degrees and joint programs. They should facilitate and harmonize the

academic credit exchange to promote an international experience among students.

(x) Appoint good teachers: To improve the academic standards of MBA education it is

important to have well-trained and high-quality teachers. Most of the Indian B-schools fail to

attract good faculty and most of them who teach do not have any industry experience. At the

same time most of them do not make any efforts to overcome this drawback through update

themselves on whatever is happening in business. Also most of the teachers are not permanent,

these teachers are visiting faculty who are paid by the hour and who teach at more than one B-

school.

7. Research Methodology The study has been conducted by consulting existing literature through historical, analytical and

empirical approaches. Historical-analytical method has been taken into consideration while

observing the reports related with the study and while examining the other literature relevant to the

study. An empirical technique is applied to study the various dimensions and impact of Quality

Management on education sector.

7.1 Research Design

The research design is the conceptual structure with in which research is conducted. It includes the

blue print for collection, tabulation and analysis of the data. Generally, a research design, which

minimizes the biasness and maximizes the reliability of data collected and analyses, is considered a

superior design. A descriptive and exploratory research design has been taken up.

7.2 Research Instruments

The present study makes extensive use of primary data gathered with the help of Management

Students. The Questionnaire will include questions on their views regarding quality of management

education, skills required in Management students, requirement of industry etc. Information

regarding existing and desired teaching methodologies, required infrastructure facilities, students

expectation and satisfaction level with regard to quality of Course curriculum, Faculty and

Institution. This whole process ultimately led to gathering as per the requirement of the study.

8. Analysis and Interpretation

I. What is the main initiative that supports students‘ success and interest?

a) Physical Facilities b) Placements and Brand Name c) Teaching – Learning

methodology d) Geographical Location of the college Table 8 (I): Factors that supports students success & interest

Factors No. Of Respondents Percent

Physical Facilities 2 1.5

Placements and Brand Name 22 16.9

Teaching – Learning methodology 100 76.9

Geographical Location of the college 6 4.6

Total 130 100

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Inference: :The above table shows that 76.9% of the students said that Teaching –Learning

methodology is the main initiative, 16.9% of the students said that Placements and Brand name and

the rest takes place for Physical facilities and Geographical location of the college is the main

initiative to support the college.

II. What kind of innovative and widespread teaching - learning methods are required for quality

management education according to you?

a) Counseling service and Career advice b) Mentoring c) Libraries

d) Computing facilities and Virtual Learning environment

Table 8 (II): Methods required for quality management education

Factors No.Of Respondents Percent

Counseling service and Career advice 85 65.4

Mentoring 2 1.5

Libraries 4 3.1

Computing facilities and Virtual Learning

environment

39 30.0

Total 130 100.0

Inference: The above table depicts that 65.4% of the students said that innovative Teaching –

Learning methods are required and 30% of the students said that computing facilities and virtual

learning environment is required for quality management education.

III. How would you describe the faculty profile in your institution?

a) Full time b) part time/contract c) academic / professional background

d) Ageing

Table 8 (III): Faculty Profile Needed

Factors No.of Respondents Percent

Full Time 52 40.0

part time/contract 17 13.1

academic / professional background 60 46.2

Aging 1 .8

Total 130 100.0

Inference: The above table depicts that 46.2% of the students said that their Academic and their

professional background describes the faculty profile and 40% of the students said that If the faculty

members are full time faculty, it describes the faculty profile.

IV. What are the main distinctive features of the students in the institution?

a) Under Graduate students and Graduate students b) part time/working students

c) Students from abroad d) Handicapped students Table 8 (IV): distinctive features of the students in the institution


Under Graduate students and Graduate students 110 84.6

part time/working students 6 4.6

Students from abroad 12 9.2

Handicapped students 2 1.5

Total 130 100.0

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Inference: The above table indicates that 84.6% of the students are under graduate and Graduate

students are the main distinctive feature and 9.2% of the students are from abroad.

V. What is the scope of Collaboration with other higher education institutions for external quality

assurance at programs and institutional level?

a) Not Covered b) Partially Covered c) Covered d) Highly Covered Table 8 (V): Scope of Collaboration with other higher education institutions


Not Covered 14 10.8

Partially Covered 53 40.8

Covered 57 43.8

Highly Covered 6 4.6

Total 130 100.0

Inference: The above table indicates that 43.8% of the students said that there is a scope for

collaboration with other higher educational institutions for quality assurance programmes were

covered and 40.8% of the students said that the scope for collaboration with other higher educational

institutions for quality assurance programmes are partially covered.

VI. Has the institution (or departments) supported from innovation in teaching and learning

that originates from the partnerships of the following?

a) Research centers or think tanks or expertise b) Other institutions on teaching and learning

department c) State Level Bodies d) National bodies /quality assurance agencies

Table 8(VI): Support for department’s innovation in teaching and learning

Factors No.of Respondents Percent

Research centers or think tanks or expertise 81 62.3

Other institutions on teaching and learning Department 25 19.2

State Level Bodies 4 3.1

National bodies /quality assurance agencies 20 15.4

Total 130 100.0

Inference: The above table indicates that 62.3% of the students said that the institution /departments

supported from research centers /think tankers/ experts and 19.2% of the students said that institution

got support from other institutions on teaching and learning department.

VII. At what level Student progression and success rate is high?

a) Institution Level b) University Level c) State level d) National Level

Table 8(VII): Student’s progression and success rate


Institute Level 56 43.1

University Level 58 44.6

State Level 4 3.1

National Level 12 9.2

Total 130 100.0

Inference: The above table indicates that 44.6% of the students said that the students success rate is

high at university level and 43.1 % of the students said that their success rate is high at institute

level.

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VIII. Level of access to libraries and other resources in your institution?

a) Very Little b) Average c) High d) Very High Table 8 (VIII): Access to libraries and other resources


Very Little 22 16.9

Average 53 40.8

High 33 25.4

Very High 22 16.9

Total 130 100.0

Inference: The above table depicts that 40.8% of the students said that the students access to

libraries and other resources in institution is average , 25.4% of the students said that the access is

high and 16.9% of the students said that the students access to libraries and other resources in

institution is very little and very high.

IX. To what extent are faculties are able to act independently? (Please tick one box in each column.) Table 8 (IX): Faculties extent to work


Negligible 4 3.1

To a Normal extent 48 36.9

To a great extent 78 60.0

Total 130 100.0

Inference: The above table depicts that 60% of the students said that the faculty members are act

independently to a great extent and 36.9% of the students said that the faculty members are act

independently to a normal extent.

X. To what extent are departmental units able to act independently? (Please tick one box in each

column.) Table 8 (X): Departmental units able to act independently


Negligible 10 7.7



Total 130 100.0

Inference: The above table depicts that 55.4% of the students said that the departmental units are act

independently to a normal extent and 36.9% of the students said that the departmental units are act

independently to a great extent.

XI. To what extent laboratories are able to act independently? (Please tick one box in each column.) Table 8 (XI): Laboratory Independence


Negligible 18 13.8



Total 130 100.0

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Inference: The above table depicts that 46.9% of the students said that the laboratories are act

independently to a normal extent and 39.2% of the students said that the departmental units are act

independently to a great extent.

XII. To what extent Administrative departments are able to act independently? (Please tick one box

in each column.) Table 8(XII): Independence of Administrative departments


Negligible 32 24.6



Total 3 2.3

Inference: The above table depicts that 36.9% of the students said that the Administrative

departments act independently to a normal extent and 36.2% of the students said that the

Administrative departments act independently to a great extent.

XIII. Do you accept that the current program imparted for cross disciplinary knowledge?

a) Strongly not accept b) Not Accept c) Accept d) Strongly Accept

Table 8 (XIII): Current program imparted for cross disciplinary knowledge


Strongly not accept - -

Not Accept 29 22.3

Accept 80 61.5

Strongly Accept 21 16.2

Total 130 100.0

Inference: The above table indicates that 61.5% of the students accepted that the current

management education programme imparted cross disciplinary knowledge ,22.3 % of the students do

not accept that the current management education programme imparted cross disciplinary knowledge

and16.2% of the students strongly accepted that the current management education programme

imparted cross disciplinary knowledge.

XIV. Do you agree that the Course improves personal development?

a) Strongly not agree b) Not Agree c) Agree d) Strongly Agree

Table 8 (XIV): Course improves personal development


Strongly not Agree 1 .8

Not Agree 5 3.8

Agree 87 66.9

Strongly Agree 37 28.5

Total 130 100.0

Inference: The above table indicates that 66.9% of the students agreed that the current course

improves personality development, 28.5% of the students strongly agreed that the current course

improves personality development,3.8% of the students not agreed that the current course improves

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personality development and 0.8% of the students strongly not agreed that the current course

improves personality development.

XV. Do you agree that the current curriculum opens new career opportunities?

a) Strongly Disagree b) Disagree c) Agree d) Strongly Agree

Table 8 (XV): Current curriculum opens new career opportunities


Strongly Disagree - -

disagree 16 12.3

Agree 91 70.0

Strongly Agree 23 17.7

Total 130 100.0

Inference: The above table indicates that 70% of the students agreed that the current curriculum

opens new career opportunities, 17.7% of the students strongly agreed that the current curriculum

opens new career opportunities and 12.3% of the students disagreed that the current curriculum

opens new career opportunities.

XVI. Rate the percentage level of the students involved in research?

a) 5% b) 5% - 10% c) 10% -15% d) more than 15% Table 8 (XVI): Students involved in research


5% 31 23.8

5% -10% 42 32.3

10%-15% 34 26.2

More than 15% 23 17.7

Total 130 100.0

Inference: The above table shows that 32.3% of the students said that only 5 to 10% of the students

are involved in research, 26.2% of the students said that 10 to 15% of the students are involved in

research, 23.8% of the students said that only 5% of the students are involved in research and 17.7%

of the students said that more than 15% of the students are involved in research.

XVII. What is the percentage of latest use of ICT in teaching courses?

a) 10% b) 10% - 20% c) 20% -30% d) more than 30%. Table 8 (XVII): Latest Use Of ICT In Teaching Courses


10% 23 17.7

10%-20% 37 28.5

20%-30% 46 35.4

More than 30% 24 18.5

Total 130 100.0

Inference: The above table shows that 35.4% of the students said that 20 to 30% of the faculty

members are using latest ICT in teaching, 28.5% of the students said that 10 to 20% of the faculty

members are using latest ICT in teaching, 18.5% of the students said that more than 30% of the

faculty members are using latest ICT in teaching and 17.7% of the students said that only 10% of the

faculty members are using latest ICT in teaching.

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9. Conclusion

i. The present management education in India struggling to expand beyond national

boundaries.

ii. Indian Management institutes should change their approach to equip students to become

global managers.

iii. Study material and the teaching methodology should change by involving industry people.

iv. Encourage quality private institutes on Public Private Partnership basis (PPP).

v. This study will encourage students towards research.

References

[1] P.Trivellas (2012), Challenges for quality management in higher education-Investigating Institutional

Leadership, culture and performance.

[2] Natasha Kaul (2010),Management education in India.

[3] Tim Westerbeck (2010), India: the future of Management education?

[4] Shubhendu S. Shukla ( 2013), Management education in India-Issues and concerns

[5] Prof.V.Ranganathan(1993),Management education in India: Yesterday, Today and Tomorrow

[6] Kumar K.Ashok (2013), Management Education in India, Role of the Institutes of

Management,Past,Present and Future Trends.

[7] Dr.Saima Rizvi (2013),A study of competencies and skill sets needed by potential recruiters in the

financial sector for Management graduates.

[8] Prof. C M Reddy(1992),Management Education in India: trends and challenges.

[9] Steven J.Armstrong (2008), Past, Present and Future perspectives of Management Learning

,Education and Development.

[10] Archana Krishnan (2011), Quality in Higher Education: Road to competitiveness for Indian Business

Schools.

[11] Lakhwinder Singh Kang (2010), Quality of Management Education and its determinants

Annexure

Questionnaire

Dear respondent,

I, N.Purna Chandra Rao, Research Scholar in VIT Business School would like to collect information

on Necessity of Quality Management education in India. I would be grateful if you could spare a

few minutes to complete this Questionnaire.

____________________________________________________________________

1. Name (Optional):-------------------------------------------------

2. What is the main initiative that supports students‘ success and interest?

a) Physical Facilities b) Placements and Brand Name c) Teaching – Learning methodology d)

Geographical Location of the college

3. What kind of innovative and widespread teaching - learning methods are required for quality

management education according to you?

a) Counseling service and Career advice b) Mentoring c) Libraries

d) Computing facilities and Virtual Learning environment

4. How would you describe the faculty profile in your institution?

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a) Full time b) part time/contract c) academic / professional background

d) Ageing

5. What are the main distinctive features of the students in the institution?

a) Under Graduate students and Graduate students b) part time/working students

c) Students from abroad d) Handicapped students

6. What is the scope of Collaboration with other higher education institutions for external quality

assurance at programs and institutional level?

a) Not Covered b) Partially Covered c) Covered d) Highly Covered

7. Has the institution (or departments) supported from innovation in teaching and learning

that originates from the partnerships of the following?

a) Research centers or think tanks or expertise b) Other institutions on teaching and learning

department c) State Level Bodies d) National bodies /quality assurance agencies

8. At what level Student progression and success rate is high?

a) Institution Level b) University Level c) State level d) National Level

9. Level of access to libraries and other resources in your institution?

a)Very Little b) Average c) High d) Very High

10. To what extent are faculties, departments, laboratories and administrative units able to act

independently? (Please tick one box in each column.)

Faculty Departments Labs Administrative Units

Negligible

To a normal extent

To a great extent

11. Do you accept that the current program imparted cross disciplinary knowledge?

a) Strongly not Accept b) Not Accept c) Accept d) Strongly Accept

12. Do you agree that the Course improves personal development?

a) Strongly not Agree b) Not Agree c) Agree d) Strongly Agree

13. Do you agree that the current curriculum opens new career opportunities?

a) Strongly Disagree b) Disagree c) Agree d) Strongly Agree

14. Rate the percentage level of the students involved in research?

a) 5% b) 5% - 10% c) 10% -15% d) more than 15%

15. What is the percentage of latest use of ICT in teaching courses?

a) 10% b) 10% - 20% c) 20% -30% d) more than 30%.

necessity of quality management education in india-an...

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