Reforming Management Education in India to Foster Native Experience Essay Example
Reforming Management Education in India to Foster Native Experience Essay Example

Reforming Management Education in India to Foster Native Experience Essay Example

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  • Pages: 12 (3064 words)
  • Published: August 28, 2017
  • Type: Research Paper
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The growth of management education in India has been disorganized and not systematic. It was implemented based on the American experience without considering the native context and culture. This has resulted in a need for reassessment to meet the country's requirements. According to the All India Council for Technical Education (AICTE), there are currently 1608 institutes offering MBA degrees and 391 institutes offering PGDM degrees in India. However, many of these institutes prioritize profits over providing quality education. AICTE is responsible for regulating technical education, including management education, but lacks sufficient resources to effectively monitor quality standards in these institutions. Business Today highlighted this issue in an article that emphasized AICTE's struggles with adequately supervising management institutions.
From the Editor, October 2010: "Professional for beautiful, slender MBA P

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unjabi girl...Boy to be MBA, Engineer, CA." In the past, individuals seeking partners would proudly mention being 'BA pass' as essential for a happy life. However, now the situation has changed as millions of job seekers lack employable skills in India causing painful consequences through muscle spasms. The current state of Indian B-schools is concerning as there is a shortage of teachers and engineers while the number of management graduates continues to rise.The oversaturation of Indian B-school products has caused a decline in their reputation both domestically and globally. This trend is evident in the decrease of overseas placements offered by IIM-Ahmedabad. In 2008, there were 79 offers from foreign companies with a 75.95% acceptance rate, but this dropped to only eight offers with a full acceptance rate in 2010. It is clear that Indian B-schools need to re-evaluate their structure, content, purpose, and format of Management Education t

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produce competent Indian directors. In today's era marked by globalization, changing economic conditions, and fierce competition, management education is vital for individuals and organizations alike. Therefore, academic programs must continuously adapt and enhance themselves to meet the demands of an ever-changing business environment. Obtaining a degree in management now needs improvement to maintain its significance as it was previously highly regarded for increasing job prospects; however, employers developed a negative perception during the late 90s leading to a decline in their reputation. Despite some institutions maintaining excellence, it is important to critically evaluate the current state of management education.This document explores the current issues that need attention and offers a strategy for revitalizing management education to regain its previous prestige. The origins of management education can be traced back to MIT's program in 1931 and Harvard's program in 1943. The University of Pennsylvania played a key role in reassessing instructional methods and highlighting the importance of business schools establishing credibility as legitimate disciplines. In India, the Indian Institute of Social Welfare and Business Management introduced this approach in Calcutta in 1954. Additionally, part-time courses were implemented for practicing executives at institutions such as Delhi School of Economics and Andhra University in Madras. In 1959, George W. Robbins from UCLA's Graduate School of Business Administration was invited to recommend an educational program for management. With support from the Ford Foundation, Robbins proposed creating a nationwide management institute that would serve as a valuable national asset for developing management resources. Adequate financial backing from industry and government would be necessary to fulfill the institute's planned development requirements. The primary focus of this institute would prioritize learning and

research on challenging aspects of management rather than business practices.The report submitted by Dean Robbins on December 20, 1959 to the Ford Foundation stated that education and training at this institute would include knowledge acquisition, attitude development, and managerial skills. The Government of India accepted the report and decided to establish two institutes: one in Kolkata and another in Ahmedabad. The Kolkata institute was established in November 1961 in collaboration with the Alfred P Solan School of Management at MIT, USA. The Ahmedabad institute was established in June 1962 in collaboration with Harvard Business School, USA. Additionally, six more management institutes were later set up in Bangalore, Lucknow, Indore, Kozhikode Shillong ,and Ranchi among others.

In today's global scenario, effective delegation of tasks while maintaining work quality is a crucial aspect of management. However, it is a complex endeavor that requires specific qualities from managers. Due to competition and rapidly changing engineering and economic systems, the relationship between business and management education has transformed significantly. Executives must continuously learn and adapt as a result. This has led to management education becoming a prominent field worldwide.

A noteworthy development in this field occurred when the Academy of Management created the "Academy of Management Learning and Education" journal in 2002.Efforts have been made to assess the effectiveness of various initiatives over time as the market for management education expands. The global market for management education is valued at approximately $22 billion, with an annual growth rate of around 10-12%. The United States has the largest market share, with about 900 American universities offering master's degrees in business. Due to low barriers to entry and an attractive market, new institutions

continue to enter, leading to increased competition. To counter this competition, reputable schools are expanding internationally while focusing on establishing strong branding for their offerings. Reputation and branding are likely to drive the growth of business schools.

Although the overall value chain of these institutions has remained relatively unchanged over five decades, there have been unique aspects developed within their value chain that have influenced their strategies over time. Two aspects that contribute to value creation in management education are branding and niche development.

The global economy's changing demands have led corporations to prioritize direct instruction. However, management education in India has not evolved systematically. Instead, it has been influenced by American experience and integrated into the existing educational system without considering the native educational and business context and culture.

Currently, there is a rapid increase in the number of B-Schools in India.
According to statistics from the All India Council for Technical Education (AICTE), there are 1608 institutes offering MBA degrees and 391 offering PGDM degrees. The lack of government investment in higher education has allowed private providers to thrive, but many prioritize profit over quality education. AICTE struggles with developing faculty, ensuring quality standards, conducting research, and promoting teaching materials. The state of management education in India can be understood by examining the overseas placement record of IIM-Ahmedabad. In 2008, foreign companies made 79 offers with a 75.95% acceptance rate. Offers from foreign companies increased in subsequent years, but Indian B-schools are losing their appeal among these companies despite increasing student interest.The decline in international participation in Indian management institutes is evident from the data, with rising prices potentially contributing to this decline in 2008 and 2009.

The reputation of directors as leaders in capitalism is now being questioned following the economic downturn. Complaints have arisen regarding unethical behavior, inability to handle crises, lack of effective people management skills, and a general crisis of trust. There are doubts about whether a director's reputation can ever be restored. To address this crisis, B-schools worldwide are emphasizing directors' shortcomings in dealing with real-world issues. Corporations now expect more than just academic knowledge from future managers; they desire practical skills and strong ethics to navigate workplace challenges. Companies are hesitant to invest in training new management graduates because they anticipate immediate capability. According to Dr.Rajan Saxena of NMIMS Mumbai, changes must be made to the current management education system in order to meet corporate expectations (Mentality, Sept.27, 2010, p.68). In India, the management education system heavily relies on theory-based teaching methods.While some institutions update their programs and teaching methods,others still employ inadequate approaches that primarily focus on theoretical aspects of management functions such as marketing, operations,and finance.The programs offered by these business schools do not effectively develop critical thinking and problem identification skills, leaving graduates ill-prepared for the unstructured problems that managers often face. Additionally, the focus on theory and statistics primarily enhances analytical abilities rather than practical knowledge needed to achieve results. Although the course structure of Indian business schools is modeled after American schools, it does not adequately cater to the Indian business and cultural context. Consequently, graduates from these institutions lack the necessary skills to effectively address real-world issues specific to Indian businesses.

The rapid growth of business schools in India has also posed challenges in recruiting qualified faculty members who are well-versed

in modern business thinking. One of the key concerns highlighted in this text is hiring part-time or contract faculty members who have limited involvement with both the institution and students. These faculty members often possess inadequate experience, receive low salaries, and carry heavy teaching loads, which leaves them with minimal time for research or developing teaching materials. As a result, they heavily rely on textbook lectures.

To tackle these issues, potential solutions have been proposed and addressed. One such solution involves leveraging alumni networks as representatives of their respective institutes who can provide assistance in various ways.The text proposes several ways to enhance the institute's image, assist with student placements, provide financial support, and update the institute about current corporate trends. These suggestions include developing a strong alumni web platform, holding compulsory alumni meetings sporadically, establishing an alumni support system for fund channelization, and implementing these ideas to increase connectivity among alumni and arrange student opportunities. However, these actions may require additional manpower and money that could burden the administration further.

Regarding course structure and teaching methodology in management education, it is recommended to strike a balance between theoretical aspects and practical application. In order to foster creativity and innovation among students while meeting industrial expectations, a participative approach should be taken when designing the course structure. This involves engaging industry professionals and academics in discussions about current market trends. The suggested course structure should incorporate both practical and theoretical aspects with varying ratios like 40:60.To ensure that the curriculum remains current, it is advisable for Indian authorities to establish a research and development Centre. This Centre would analyze industrial outlooks and market tendencies, implementing necessary changes

regularly. By doing so, not only will corporate expectations be met, but student quality will also be enhanced. However, there may be resistance from Indians towards psychological changes which could potentially lead to a shortage of skilled faculty if pedagogical changes are made.

Faculty development is crucial for institutes; however, challenges arise due to limited resources and ineffectiveness in finding and developing quality faculty. Top B-Schools employ three types of faculty: regular module staff who engage in research, teaching, and academic administration on a permanent basis; visiting faculty members; accessory module staff. Some schools also have a "clinical module" consisting of visiting faculty from other institutions for a limited time period.

The Adjunct module consists of modules from local schools or industry who may teach one or more classes during a specific term.The Clinical module is made up of modules chosen based on exceptional teaching accomplishments with privileges similar to regular modules.

Suggestions for improvement include enforcing a mandatory faculty exchange plan and establishing defined eligibility criteria for module assignments across all institutions.

Each module member should possess a PhD, and candidates with industry experience ought to receive special privileges. It is crucial to focus on developing and preparing modules for teaching management classes in order to address the shortage of skilled modules and improve their productivity and efficiency. However, the implementation of such development programs necessitates additional funding.

To ensure faculty motivation, compensation structures should be based on demand/supply situations as well as institutional merit considerations. Prioritizing the suggestions and addressing the mentioned defects are vital for success in any institution. Incentives like lodging, insurance, medical facilities, security, etc., can be utilized to motivate modules within the faculty team.

In

addition, each module should undergo an annual evaluation based on research, instruction, and administration dimensions. Faculty members who demonstrate excellence should be rewarded while those displaying negligence should face consequences.

It is also important for modules to have freedom to operate off-campus with a valid reason without seeking permission and be encouraged to self-regulate. These measures are expected to enhance faculties' dedication towards fulfilling their responsibilities. However, it must be considered that implementing such incentives may lead to political dynamics among the modules.

The All India Council for Technical Education (AICTE) currently holds authority as the governing body for management education institutions in India. However, due to the increasing number of these institutions, AICTE struggles to effectively monitor quality standards. To address this issue, it is suggested that a separate entity called "Indian Council for Management Education (ICME)" be established.

ICME would consist of an international group comprising business professionals and faculty members from various backgrounds. Its purpose would be to grant authorization to all the Indian Institutes of Management (IIMs) in their respective zones so they can monitor quality standards in management institutions. The proposed model suggests that each IIM would serve as a regulating body for their respective zone.

For example, IIM-I would regulate institutions in its zone such as RJ and GJ, while IIM-B would regulate institutions in its zone like MP and MH. This pattern continues with other IIMs and their respective zones. The structure of this suggested model is as follows: Govt.of India > ICME > IIM-I (Regulating body) > Their Respective Zone (e.g.RJ, GJ) > IIM-B (Regulating body) > Their Respective Zone (e.g.MP, MH).

This model aims to administer duty and accountability and facilitate

effective monitoring. However, it has some drawbacks including going through a complex legislative process and taking time to implement.Infrastructure is crucial for students and must meet certain requirements. These requirements include infrastructural installations and modules that need to be fulfilled. Examples of these requirements are in-campus residential facilities for both male and female students, 24-hour library access, possession of laptops with the latest technologies, and a wireless computing network on campus.

Having such infrastructure brings benefits to Indian B-Schools by providing them with world-class facilities. However, there can also be defects associated with government-funded projects, as they may attract malpractices.

The internal environment within institutes significantly influences both students and faculty members. This environment includes relationships among students and between students and faculty. When there is engagement between faculty members and students, it leads to the generation of new ideas and helps students become more goal-oriented.

Suggestions:

  • Strengthen interpersonal relationships by providing on-campus housing for students and faculty.
  • Organize cultural activities and annual meetings periodically to enhance engagement (e.g., once a year, twice a year, quarterly).
  • Promote student involvement in real-world challenges to improve comprehension, analytical skills, and decision-making abilities.

To create a positive campus environment, bullying should be limited to three aspects: introduction, interaction, and welcome. It is crucial to establish an open platform for communication between seniors and juniors in order to foster healthy relationships among students. This will result in the creation of a congenial atmosphere on campus. However, the administrative structure of Indian direction institutes closely resembles that of Indian universities, which presents challenges for departmental growth. The direction department is often considered similar to other departments within the university, causing faculty members to

deviate from their expertise. Suggestions for improvement include treating the department as an independent entity rather than being directly controlled by the university. Managers should have autonomy in decision-making and financial management responsibilities pertaining to academic activities. Directors should present their vision for the school's future and be held accountable for it.In order to promote the development of the direction department, it is important for funds generated by the department to be allocated specifically for its activities rather than being combined with the university's general budget. Faculty members within the direction department should focus solely on their duties within the department and avoid involvement in other tasks such as admissions or coordination. This approach would make the administration self-reliant and accountable. However, there are drawbacks to this approach as well, as a lack of independence in fund direction could potentially lead to corruption. It is essential for management institutes to appoint directors who not only achieve business goals but also fulfill societal responsibilities, as directors have authority in establishing ethical standards for companies and their actions can be either ethical or unethical. The values upheld by top directors play a crucial role in promoting ethical behavior. To address these issues, management institutes should conduct workshops that teach students moral values and ethics, designing courses that demonstrate how these principles can be applied in a business context. When making decisions, directors should consider three key questions: Will it work? (Pragmatic approach), Is it right? (Ethical approach), Is it pleasant? (Affective approach). By implementing these suggestions, students will be encouraged to fulfill their societal responsibilities.In addition, the welfare of students is a significant concern for management institutes.

Therefore, it is essential for institutes to prioritize issues related to student welfare.

Suggestions:

  • Mandatory implementation of student exchange programs among management institutes.
  • Promotion of creativity and innovation among students through various programs.
  • Encouraging student-faculty engagement to facilitate open sharing of views without hesitation.
  • Creation of an environment that encourages student participation in cultural activities and other events.
  • Aiming to foster teamwork by involving students in solving real-world problems.

Benefits:

This approach will enhance students' creativity and innovation.

Defects:

The success of this approach relies on the joint effort of both faculty and students.

Choice Procedure:

The process used for selecting students has several flaws that need to be addressed.

Suggestions:

  • E stablishing a unified nationwide admission process, with 25% reserved seats for candidates who have at least 2 years of industry experience.

Benefits:
A standardized selection process will result in better enrollment outcomes.

Defects:
This may demotivate students who do not have industry experience.

Miscellaneous:

To combat the proliferation of business schools, private participation should be reduced.

The institute can function as a consulting firm for companies, helping them develop strategies for their products in the institute's particular region. In exchange, companies may provide financial assistance.

To produce capable Indian managers, it is essential for institutes to collaborate with companies and offer training modules that acquaint students with the current business environment. However, it must be acknowledged that managers cannot solely be developed through classroom learning; practical experience is necessary to enhance their skills.

Therefore, it is crucial to reevaluate every aspect of Management Education in India - including its structure, content, purpose, and format - in order to meet the changing demands of the corporate world.

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