Role of B Schools and Resurgent India
24
The Role of B-Schools in Resurgent India Adil Zia, Research Scholar FMSR, AMU Aligarh Abstract: The objective of this paper is to study the link between the management education and the skills required in corporate world. Here we know that Management education cannot escape changes, it must expand their curriculum as well as pedagogy to allow future managers to cultivate skills necessary to compete in a highly technical national and international environment. When managers lack fundamental skills the whole organization suffers. This paper outlines other changes that need to occur in MBA programmes to arm potential managers with the critical skills needed to guide businesses back to more productive and profitable growth. This paper also tries to explore the general management responsibilities which differ greatly from functional responsibilities, both in degree and in kind. The gap is larger than most executives had anticipated ever. The way Management Institutes prepares Managers which are to be absorbed in the Industry later and the way Institutes expect the management to be, there exists a wide gap. Here the way companies want to prepare executives for general management [email protected] 1
Transcript of Role of B Schools and Resurgent India
The Role of B-Schools in Resurgent IndiaAdil Zia, Research Scholar
FMSR, AMU Aligarh
Abstract:
The objective of this paper is to study the link between the
management education and the skills required in corporate
world. Here we know that Management education cannot escape
changes, it must expand their curriculum as well as pedagogy
to allow future managers to cultivate skills necessary to
compete in a highly technical national and international
environment.
When managers lack fundamental skills the whole organization
suffers. This paper outlines other changes that need to
occur in MBA programmes to arm potential managers with the
critical skills needed to guide businesses back to more
productive and profitable growth.
This paper also tries to explore the general management
responsibilities which differ greatly from functional
responsibilities, both in degree and in kind. The gap is
larger than most executives had anticipated ever. The way
Management Institutes prepares Managers which are to be
absorbed in the Industry later and the way Institutes expect
the management to be, there exists a wide gap. Here the way
companies want to prepare executives for general management
can generate problems of its own if the recruited workforce
differs in the aptitude to learn and adjust.
Industry and business schools working together can overcome
the shortcomings of future management and provide them with
the necessary tools to meet successfully the needs of
production, operations management, Sales, Marketing, Human
Resource, IT etc.
Key Words: Management Education, Teaching Pedagogy, UPTU affiliated B-Schools.
The Role of B-Schools in
Resurgent India.Adil Zia, Research Scholar
FMSR, AMU Aligarh
Teaching is a highlyregarded profession. TheUNESCO has been observingworld teacher’s day on 5thSeptember every year (ILO,1984). Teaching is nobleprofession and one of theoldest professions (PatricMenu, 2002). Further ILOasserts the teaching isform of public service,which requires of teachersexpert knowledge andspecialized skills acquiredand maintained throughrigorous and continuingstudy. It calls for a senseof personal and corporateresponsibility. Aruchami,(2002) has broadlyclassified the educationsystem in India into four:-
a) Education in the VedicEra which is called“Gurukula” system inwhich moral, ethical,
spiritual andreligious values areimparted in additionto material skills.
b) Education in theColonial Era duringthe Britishers’ rule,to generate clericalskills and Englishspeaking subordinatestaff to run thecountry.
c) Education in PostIndependence Era wherethe concept ofUniversity system topropagate for highereducation.
d) Education in theKnowledge Era to focuson wider accessibilityof higher education,continuing relevanceof courses and qualityassurance.
Pillai and Ponmudiraj(2002) assert that ‘qualityassurance is nowincreasingly being definedin terms of internationalnorms and standards andviewed as theresponsibility of multipleagencies such asGovernment, Professionalbodies, Accreditingagencies, NationalAssociations andMultinational Organizations
committed to the provisionof quality education withand across nationalboundaries.
Singh and Saurou (2002)also observe ‘a paradigmshift in Business Schools(Management)education fromtheoretical to applicationoriented education, fromstate sponsored to marketsponsored education, fromfixed education for degreegeneration to variableeducation for jobgeneration to all andunilateral to bilateraleducation. These changespose fresh challenges toour established educationsystems and practices. Atthis transition stage,Business Schools(Management) educationsystem demands synergisticefforts for its relevanceand functional utility’.
This gives scope to probeinto
a) What teachingtechniques are neededat B – Schools?
b) What changes inteaching techniquesare needed to meet thecurrent needs ofbusiness and industry?
c) What teachingtechniques arefollowed in UPTUaffiliated B –Schools?
d) Do the teachingtechniques differ fromone B – Schools toanother B – School?
LITERATURE REVIEW
Teaching is not telling ortransmitting fixed truthsto students but providingstudents with relevantexperiences and discussionsto enable them to evolveand construct meaningVernal, (2002). Mostly thehigher education coursesare run through lectures.There is a need to shiftfrom lectures to compatiblemethods. Problem solvingrather than mereinformation should be thefocus of B – Schools(Management) educationVernal (2005, 2009).Interdisciplinary andparticipatory approach toproblem solving should bepromoted in highereducation. Teachers don’tseem to have moved with thetimes. Year after theyears, teachers are stillusing the same ‘chalk and
talk’ method to teach. Notmuch effort being put intobringing innovation inteaching to make learningand teaching both enjoyableand effective (Mohanty,2002). Dr. A P J AbdulKalam (2002, 2008, and2009) opines thatempowerment of teacherswith technology results intransformation to higherpotential for achievementis certain.
Similarly Biswas, (2002)also expresses that co-operative teaching, teamteaching, mentoring in thecampus or distance mode,computer literate teachersare some of the innovationsthat have crept into theteaching methodology today.Computers are today used toproduce materials such asPPTs, Excel sheets,handouts, Animations,Newsletters etc as teachingaids. Rajan (2002)highlights the importanceof value education in B –Schools (Management)education. He says ‘valueeducation teaches the youththat knowledge and skillare not the only requisiteto succeed in life but, apositive attitude and
humane way of action. Valueeducation teaches harmony,Independence andleadership. Ranan (2008)stresses further on theneed of group discussion,debate and public speakingmethods of teaching to getsocialized and to achievethe leadership. Mishra(2002) points out that amanagement educator shouldbe an inspirer and not mereinstructor. Further he saysthat his job is not only toimpart knowledge ofconcepts, techniques andskills and but also toinculcate in them a senseof responsibility towardsthe nation at large herecomes the Role of B-Schools. He suggests thatthe B- Schools faculty beput to work at least twomonths once in two or threeyears to get practicalexposure of the industry.Also he stresses on thesponsorship of faculty forseminars, conferences atnational and internationallevel to have differentexposures. Mishra (2008) isof the opinion thatexperienced faculty shoulddevelop juniors in theirown institutions which is
to be called as In-housedevelopment programmes.
During this decade most ofthe B – Schools showedgreat concern for pedagogyappropriate for teachingbusiness. The case methodpropounded by HarvardBusiness School was widelycopied. MIT’s Sloan Schooldeveloped incident methodand laboratory training forMBA education. Othersperfected Project Work,Business Games andSimulations and Internshipwith corporate enterprisesDaftaur (2001) criticizesthe prevalent teachingsystem as ‘teaching reachesa point as automationrepeating the same thingsyear after year till theold notes get too yellowand crispy’, and furthersays that colleges anduniversities have becomecenters which teach andteach and still teachwithout making any effortto build and developknowledge based on thehierarchy of thought. Manu(2002) is also of theopinion that a managementmust know all the ethics ofteaching which is not justimparting knowledge but
making sure that thesubject matter is handledwell to bring about achange in the student andto make the student abetter citizen which is inreal sense the Role of B-Schools. Singh (2002) alsoasserts that these values,qualities, skills andknowledge to be focused inbusiness education andfurther clarifies bylisting the elements ofvalues and ethics, ethicalcommitment, a commitment tocontinuous personalinvolvement, self esteem,action orientation,entrepreneurship andleadership.The growth in popularity ofthe case method as thepedagogical norm inbusiness schools Van Fleetand Wren (2005) updatedtheir research (Wren & VanFleet, 1983), documentingthe decline in teachingpedagogy of businessschools. They offeredreasons and examples tosupport the position that astudy of business historyis useful both to establisha theoretical baseline forrecognizing change and as ameans of developingperspective about current
problems. This was not anisolated attempt topersuade business educatorsto turn around thisdecline. In 1986 the HarvardBusiness Review published aroundtable discussion amongAlfred D. Chandler, Jr.,Thomas K. McCraw, Alonzo L.McDonald, Richard S.Tedlow, and Richard H. K.Vietor, all B-Schoolteachers associated withthe Harvard Business Schoolon this issue (Kantrow,1986).
SCOPE AND RELEVANCE
The scope of the study isrestricted to facultyworking at the UPTUaffiliated B – Schools atAligarh and nearby areas.Further the study aims atknowing the methods ofteaching being used by thefaculty of management atdifferent affiliated B –Schools in the samementioned geographic area.The relevance of thestudying is unlimited.Since the teaching methodsused by the faculty membersdetermine to most extentthe quality of the output,which had to suit theindustry. The industry
(recruiters) want Misra(2008) the followingqualities and skills
a) Ability to work in ateam.b) Analytical and problemsolving skills.c) Communications and othersoft skills.d) Creativity andresourcefulness.e) Leadership potential.f) General managementskills.g) Entrepreneurial skills.
To impart all these skills,every faculty irrespectiveof the branches ofmanagement he/she inteaching, must consider allmethods as equallyimportant. Hence the studyis helpful in designingpolicy initiatives at B –Schools’ level. It is alsoimportant to the universityauthorities to framepolicies for thedevelopment of itsaffiliated B – Schools tomotivate and to developteaching programs formanagement teachers. In thewords of Misra, (2003)Director (corporate HR), AVBirla group “B – Schoolsshould give students a
fairly detailedunderstanding of what toexpect and what not toexpect in differentsectors”. Furthernecessarily all facultyshould have industryexposure only which canhelp in generating theskilled output.
OBJECTIVE OF THE STUDY
a) To find the teaching methods in practice atdifferent UPTU affiliated B – Schoolsin and around Aligarh.
b) To suggest, if any, for implementation of changes in teaching techniques that are needed to meet the current needs of business and industry.
RESEARCH DESIGN
In UP there are more than500 affiliated B – Schoolsto UPTU. A sample of 25colleges was selected. Fromthe above population ofcolleges a minimum of onefaculty for each functions(Marketing / Finance /HRM / General) arecontacted as per theavailability. The surveyrespondents are all full
time faculty members andthe total numbers ofrespondents are 68 (itshould be 25 X 4 = 100 butin many institutes onefaculty is teachinginterdisciplinary papers)whose characteristics inbrief are mentioned in(Table no.0)Questionnaire method isused. Before formulating aquestionnaire a pilot studywas conducted with 10faculty members ofdifferent B–Schools.
RESEARCH HYPOTHESES
The following hypotheseswere identified to testwhether the teachingmethods practiced did notdiffer between the:
a) B – Schools headed byindustry experiencedand non industryexperienced persons
b) Faculty groups withindustry experienceand without industryexperience.
c) Faculty groupsteaching Marketing,Finance, HRM andGeneral Subjects.
d) Faculty groups whoattended Seminars,Workshops, FDPS
organized by BusinessSchools and who havenot attended.
DATA CLASSIFICATIONS ANDTABULATIONSThe collected data wasclassified based on thefollowing variables
Director’s industryexperience.
Faculty’s industryexperience.
Branches of managementteaching by faculty.
Faculty attendance tothe seminar,workshops, FacultyDevelopment Programs,organized by the ratedB – Schools.
Based on the above-identified variables, thefollowing stated tableswere generated
a) Teaching methods –Director’s industryexperience.
b) Teaching methods –Faculty’s industryexperience.
c) Teaching methods –Branches of management(Marketing, Finance,HRM, General) taughtby faculty.
d) Teaching methods – S/W(Seminars/Workshop) /FDPs (Faculty
Development Programs)attended by thefaculty and organizedby rated B – Schools.
ANALYTICAL TOOLS
The data is nominal and in3 point scale without anyweightage and thereforepercentages are used togive better understandingof the subject.
ASSUMPTIONS
a) Director’s industryexperience(irrespective of therange) definitelyleads to the use ofmodern methods ofteaching.
b) In the case of facultymembers, industryexperience(irrespective of thelength) leads to theuse of modern methodsof teaching.
c) All the branches ofmanagement can betaught by bothtraditional and modernmethods of teaching.
Table 0: Faculty Respondents and Their Characteristics
N = Never S = Sometimes A = Always
Table 1: Directors Industry Experience and Teaching Methods(Percentages)
With IndustryExperience
Without Industry Experience Total
S.No Teaching Methods A S N A S N A S N
1 Lectures 90 10 0 92 8 0 91 9 0
2 Seminars 10 85 5 25 67 817.5 76
7.5
3 Group Discussions 5 80 15 4 71 12 975.5
15.5
4 Case Study 30 65 5 29 67 429.5 66
4.5
Directors Industry Experience In Nos
With industry experience 18Without industry experience 7
Total 25
Faculties Industry Experience
Without industry experience 27With industry experience 41
Total 68
Faculty Sponsored ForSeminars/Workshops/FDPS/ Organized
By Rated B – Schools
Attended 40Not attended 28
Total 68
10
5 Role Playing 15 50 35 4 54 429.5 52
38.5
6Individual/Group Assignments 40 50 10 21 71 8
30.5
60.5 9
7 Simulations 5 35 60 4 42 544.5
38.5 57
8 Workshops 10 35 55 8 33 58 9 3456.5
9 Field Studies 15 50 35 21 42 38 18 4636.5
10 Library Assignments 25 60 15 29 58 13 27 59 14
N = Never S = Sometimes A = Always
Table 2: Faculty’s Industry Experience and Teaching Methods(Percentages)
With IndustryExperience
Without Industry Experience Total
S.No Teaching Methods A S N A S N A S N
1 Lectures 96 4 0 87 3 091.5 75 0
2 Seminars 28 79 4 13 74 1320.5
76.5
8.5
3 Group Discussions 18 71 11 4 83 13 11 77 12
4 Case Study 21 79 0 39 52 9 3065.5
4.5
5 Role Playing 4 57 39 13 57 308.5 57
34.5
6Individual/Group Assignments 25 71 4 30 57 13
27.5 64
8.5
7 Simulations 4 43 54 4 39 57 4 4155.5
8 Workshops 4 43 54 13 35 538.5 39
53.5
9 Field Studies 14 43 43 22 39 39 18 41 41
10 Library Assignments 39 43 18 26 70 432.5
56.5 11
N = Never S = Sometimes A = Always
Table 3: Faculty Sponsored for Seminars / Workshops / FDPSOrganized by
B-Schools and Teaching Methods (Percentage)
AttendedNot
Attended TotalS.No Teaching Methods A S N A S N A S N
1 Lectures 91 7 2 94 1 592.5 4
3.5
2 Seminars 15 79 6 17 72 11 1675.5
8.5
3 Group Discussions 12 88 0 11 56 3311.5 72
16.5
4 Case Study 33 67 0 22 67 1128.5 67
5.5
5 Role Playing 12 64 24 0 44 56 6 54 40
6Individual/Group Assignments 39 58 3 6 78 17
22.5 68 10
7 Simulations 6 52 42 0 22 78 3 37 60
8 Workshops 8 46 46 6 28 67 7 3756.5
9 Field Studies 18 49 33 17 28 5617.5
38.5
44.5
10 Library Assignments 36 55 9 28 56 17 3255.5 13
N = Never S = Sometimes A = Always
Table 4: Teaching Methods and Major Branches of Management (Percentages)
Marketing Finance HRM General TotalS.No Teaching Methods A S N A S N A S N A S N A S N
1 Lectures87
13 0
94 6 0
89
11 0
100 0 0
92 8 0
2 Seminars 787 6 6
88 6
11
67
22 50
50 0
15
77 8
3 Group Discussions20
80 0 0
77
23
22
78 0 10
70 20
12
77 10
4 Case Study47
53 0
13
77 0
56
44 0 10
70 20
29
67 10
5 Role Playing20
80 0 0
47
53
11
89 0 0
10 90 8
57 0
6Individual/Group Assignments
40
60 0
12
88 0
67
33 0 0
60 40
28
65 0
7 Simulations13
60
27 0
41
59 0
55
44 0 0
100 4
41 0
DISCUSSION
The lecture method isintensively used in theUPTU affiliated B – Schoolsin and around Aligarh.There is dearth of need forthe use of other techniquessuch as case method, role-play and so on with the aimof involving studentactively in the educationalprocess. Further role-plays, individual / groupprojects, simulations,field studies and e-mail /telephone discussions havenot been extensively andintensively used by thefaculty members to teachsince their intensity wasfound to be very low. These
methods help the studentsgain the substantiveknowledge and encourage thestudents to participate andview the subjects from avariety of perspectives.Group discussions todiscuss current issues ofconcerned subjects /functions of managementwhich helps in sharing oracquiring the currentknowledge of business andalso stops students silenceattitude (Wildman, 1988,1988 – 89) is veryeffective method ofteaching and learning.Library assignments /reading material andindividual groups’ projectare the techniques to
obtain frequent feed backsabout their student’slearning in order toimprove teaching andlearning (Thomas and Cross,1993). Further Bonwell andet. al (1991), and Davis(1993) point at the needfor the active learning anddescribe teachingtechniques includingdiscussions, writing,problem solving, computerinstructions, role plays,small groups (projects),testing, grading andevaluating of teaching.Mohanty, (2002) is of theopinion that managementteachers have to put mucheffort to bring innovationin teaching to makelearning and teaching bothenjoyable and effective. Inthe words of Misra, (2003),‘the world of business ischanging very fast. Thelatest quarter of thecentury has witnessed aremarkable change in themanner business in India isrun. From a predominance ofowner-managed enterprises,we are witnessing a steadyshift towards professionalmanagement resulting in theincrease of demand fortechnically qualifiedmanagers. Ahmed (2002),
points out that a goodbusiness school is judgedby the quality of thebusiness leaders andcompetent professionalmanagers it produces whichimplies the teachingmethods should beintensively used to makelearning process effective.
FINDINGS
1. Lecture Method
Is practiced to the maximumextent irrespective of
a) B – Schools headed bydirectors with andwithout industryexperience (Table 1)
b) Faculty groups withand without industryexperience (Table 2)
c) Faculty attendance toseminars, workshops,FDPS, organized by toprated B –Schools andfaculty non attendanceto the same (Table 3)
d) The subjects(Marketing, Finance,HRM and General)teaching by thefaculty members (Table4)
The intensity of thistechnique is very high.
2. Seminars Methods
Also 60 to 90 % of the UPTUfaculty was found to use inall
a) The B – Schools wherethe directors haveindustry experience ornot
b) The B – Schools wherethe faculties do havethe industryexperience or not.
c) Faculty whether theyteach Marketing orFinance or HRM andGeneral.
d) The faculty whetherthey have attendedseminars, workshops,FDPs , organized bythe top rated B –Schools (Refer Table 0to Table 4)
e) The intensity of theuse of this techniqueis moderate exceptamong those facultieswho teach generalsubjects.
3. Group Discussions
Technique usage is found tobe 12.5 % to 15 % offaculty is found to be thenon-users of this techniquein B – Schools headed bythe directors with or
without industry experience(Table 1). 11 to 13 % offaculties with and withoutindustry experience areobserved to be the nonusersof this technique (table2). But interestingly it isobserved that 100 % of thefaculty who have attendedthe seminars / workshopsand FDPs organized by top B– Schools are using thistechnique. 33 % of thefaculties who have notattended such programme arefound to be the non usersof this technique (Table3). Marketing and HRMfaculty are 100 % users ofthis but in the case offinance and generalfaculty, 23 % and 20 % arethe non-users of thismethod respectively (table4). Overall intensity ofthis technique is average.
4. Case Study
4 to 5 % of the faculty isnot using this techniquefor both headed by thedirectors with and withoutindustry experience (Table1).Faculty’s industrialexposure is also helpful inthe intensive usage of casestudies (Table 2).Faculty
attendance to seminars /workshops / FDPs is helpfulin the intensive use in thecase studies (Table 3). Inthe case of facultyteaching general subjectsit was observed that 20 %non-users however intensitywas found to be high in HRMand Marketing (Table 4).
5. Role Plays In the B – Schools wherethe directors have hadindustrial exposure 65 % ofthe faculty was found to beusing this technique and inthe others, only 58 % ofthe faculties are usingthis (Table 1). Facultywith industrial experience(61 %) are using this whereas in the case of others itis found that 70 % areusing the role play as amethod of teaching. Theintensity is more or lesssame (Table 2). 70% of thefaculty who have attendedthe seminars / workshops /FDPs organized by the B –Schools are using the roleplay but among those whohave not attended only 44 %are found to be the usersof this technique (Table3). 100 % of the faculty
who teach Marketing and HRMare users of this but incase of Finance and Generalsubjects more than 50 % ofthe faculty are non users(Table 4).
6. Individual / Groups Projects
In the case of B – Schoolswhere faculty has industryexperience, 96 % of themare using this and amongthe others, and only 87 %of the faculty is the users(Table 2). In the B –Schools where faculty havehad attended the Seminars /workshops / FDPs, 97 % ofthem are users of this but,in the others only, 84 %are the users (Table 3).100 % of the faculty is theusers who teach Marketing,Finance and HRM but thefaculty who teach Generalsubjects only 60 % is usingthis. Further in the areaof Marketing and HRM itsintensity is high (Table4).
7. Simulations
In B – Schools where thedirectors have the industryexperience, 40 % of thefaculty using this and inothers 46 % of the
faculties are using thistechnique (Table 1). 47 %of the faculty withindustry experience isusing and only 43 % of thefaculty without industryexperience is using thetechnique (Table 2). 58 %of the faculty who attendedSeminars / Workshops / FDPsorganized by the top ratedB – Schools are using outonly 22 % of the facultywho have not attended such,are using (table 3) .73 %of the Marketing faculty,41 % of Finance faculty and55 % of them faculty areusing this but 100 %faculty who teach Generalsubjects are not using thistechnique (table 4).
8. Face – to – Face Workshops
Director’s industryexperience is not muchinfluential in the use ofthis technique (table 1).Faculty with industryexperience also do notinfluence in the use ofthis method (table 2). 54 %of the faculty attendedseminars are using this andamong those who have not,only 34 % are using (table3). 10 % of the facultiesare using this who teaches
Marketing / Finance / HRMbut of the faculty whoteach general subjects arethe main users (table 4).
9. Field Studies
65 % of the faculty usingwhere their directors haveindustry experience and 63% of the faculty are usingwhere their directors arenot industry experienced(table 1). 61 % of thefaculty having no industryexperience is using butonly 57 % of the facultyhaving industry experienceare using (table 2). 67 %of the faculty who attendedSeminars / Workshops / FDPsare using but only 45 % ofthe faculty who have notattended are using (table3). 100 % of marketingfaculty, 66 % of HRMfaculty is using this butin Finance and Generalsubjects it is observedonly 35 % and 30 %respectively (table 4)
10. Library Assignments:
85 % to 87 % of the facultyare using in bothcategories of B – Schoolswhose directors are withand without industryexperience (table 1). This
is in greater use in thecase of faculty withoutindustry experience (table2) .This is used maximum(91 %) by those faculty whoattended Seminars /Workshops / FDPs organizedby top B – Schools and inthe others it is observedonly 84 % (table 3). 100 %of marketing faculty, 88 %of finance faculty, 77 % ofHRM faculty and 80 % offaculty teaching generalsubjects are using thistechnique (table 4).
SUMMARY FINDINGS AND CONCLUSIONS
Lecture method isintensively used in UPTUaffiliated B – Schools. Theintensity of the Seminarsand Group discussionsmethod is moderate.Industry experience on thepart of the directors /faculty members influencesthe usage of case studymethod. The usage andintensity of the use ofrole plays, individual /Group Projects,simulations, Face to FaceWorkshops, Field Studiesand Library assignments arefound to be lessspecifically in the B –Schools of
a) Directors with noindustry experience
b) Faculty withoutindustry exposure andexperience
c) Faculty who had notbeen sponsored toattend Seminars /Workshops / FDPsorganized by B –Schools.
d) Faculty who teachFinance and Generalsubjects.
RECOMMENDATIONS
The expectations of theindustry from themanagement graduates are(Kumar, 2002):Effective analytical skillsa) Problem identification
and solution.b) Assessment and selection.c) Use of infrastructures
and critical thinking.Effective technical content
Knowledge infunctional areas
More business perspective.
Effective peopleskills.
Effective abilitiesto faceuncertainties.
Punia (2001) felt thatmanagement education has todevelop ‘Managerial
Competence’ to manageeffectively in the everchanging environment ofglobal competition. Thecorporate world of Indianeeds management andexecutives who are fullyequipped with the followingskills (Babu, 2002)
a) Conceptual skills.
b) Communication
skills
c) Interpersonal
skills
e) Convincing skills
f) Managerial skills
g) Analytical skills
h) Reporting skills
Keeping these views thefollowing recommendationsare put forth for therevival of teaching methodsat the B – Schools and toeffectuate the output.
1. Usage of case method hasto be increased in the B –Schools to do this thefollowing is of plan ofaction
a) Collection of cases,books on cases relatedto industry.
b) Net working of theUPTU affiliated B –Schools to theuniversities in Indiaand top rated B –Schools to make use oftheir publications andlibrary facilities.
c) Promotion of researchand publication shouldbe made mandatory forthe UPTU affiliated B– Schools. Facultymembers can be giventargets (like one caseor research articlefor every semester ifnot a quarter) ofcourse withincentives. This willresult in thedevelopment ofconcepts, literatureand researchorientation.
d) Assigning fieldstudies related tolocal industry andmaking presentationsalong with thestudents can also be asource for the casedevelopment.
e) Sponsoring facultymembers to attendSeminars / Workshops /FDPs etc. organized byB-Schools / Industrywhich definitely
improves the usage ofcase method.
2. Role-play is animportant tool to bringsignificant improvement inthe analytical abilities,problem solving abilitiesand interacting andsituation facing abilities.To achieve this, studentsare to be sponsored to themanagement games, quizzesand contests organized byindustries / managementconsultancy firms and top B– Schools. Some popularmedia companies such as‘The Economic Times’‘Business World’ etc areorganizing managementinteractions programs forthe students of management.
3. Individual groupprojects enhance researchor investigating skillswhich are prerequisites tounderstand the problem /situation. For all subjectsthis is an importanttechnique. Syllabus is tobe devised and for everychapter or unit of thesubjects, project (eitherindividual level or grouplevel) work should be madecompulsory. The assignmentof projects should be
relevant to the currentbusiness affairs.
4. Simulations also arevital without which certaintopic / subjects cannot bemade live for exampleMarketing Research, SupplyChain Management and otherfunctional areas ofmanagement. Whenever AICTEand UGC etc sponsor theFDPs, it should be mademandatory to attend theprograms on the part of thefaculty associated with theUPTU affiliated B –Schools. Further softwarepackages as simulations onthe different functionalproblems are to be sharedwith the top B – Schoolsand industry.
5. Face to face workshopenhances one to onerelation between facultyand students. For,especially, weak studentsand the students who areassigned paper presentation(at the class room) work,individual project work,etc, this technique is verymuch useful with whichproper guidance andinformal relationship areeffectuated. This isimportant and facilitates
the other implementationtechniques effectively.Hence proper monitoring isrequired, from the head ofthe B – Schools, to verifywhether the technique isfollowed and practiced.
6. Field studies such astopic selection, datacollections interactingwith the respondents (fromindustry or market),classifications andtabulations, analysis andinterpretation of the datato understand the problemand designing, whichultimately results inproblem identification,solving and researchorientation which is theutmost requirement of theindustry. for effectiveimplementations, facultyand students should begiven target, every subjectwise, semester wise andyear wise with properincentive schemes.
7. Library assignmentsenhance student’sinvolvement in the learningprocess. Hence updatedassignments relevant to thetopic / subjects should beallotted to bringinnovations and create
interest on the part of thestudents to learn. Furtherfaculty should do groundwork of listing ofreference related to thetopic, so that in a giventime, the work can becompleted by the studentseffectively.
Conclusions
This is the communicationera and almost every one isin possessions of mobilephones. Further every B-School has a website. Within the website, e-mail-IDsare to be created forfaculty, students and otherstaff members so that easyinteraction is possiblewith which clarification ondoubts if any are assured.Internet is to be providedat freely at B-Schoolspremises.
To implement all theidentified teachingtechniques effectively, atUPTU level (at the time ofgranting affiliation),Directorate of technicaland higher educations
level, (State Governmentwho sanctioned permission)and AICTE level (whoseapproval is inevitable) andalso NAAC level (for
accreditations) propermonitoring scheme should bedevised to see theperformance of theaffiliated B – Schools.
REFERENCES
Ahmed, Abad (2002) ‘Areour B – Schools doing job?India Management, May (MonthlyIssue).Angelo, Thamos A., and K.
Patrica Cross (1993)Classroom Assessment Techniques: Ahand book for college teachers,Jossey – Bass publishers,New York.Aruchami, M. (2002)
‘Private Initiatives andQuality Imperatives inHigher Education’, UniversityNews, 40:8, 1-4.Babu, T.D. (2002) ‘Role of
University Business Schoolsin India’, Pratibimha, 2:1,67-72.Biswas, Pares, Chandra
(2002) ‘Integrating ofTechnology and Curriculumfor Quality HigherEducation’, University News40:33, 1-5.
Bouwell, Charles,C. andEison, James, A. (1991)Active Learning: CreatingExecutives in theClassroom, Higher EducationReport No 1., The GeorgeWashington University, School ofEducation and Human Development.Daftaur, Chittaranjan N
(2002) “IndianUniversities–Temples ofLearning or Warehouses”University News, 39:7,1-4.Davis Barbara Gross,
(1993) Tools for Teaching, Jossy– Bass Publishers, NewYork.Kalam, Abdul, A.P.J (2002,
2008, 2009), ‘The Visionand the Nation’, UniversityNews 40:34, 14-17. ‘The statusof Teachers’ (1984) ILO,Geneva, pp 6.Kumar,Virendar (2002)
‘Management EducationThrough Distance Mode’,University News, 40:11, 4-9.Manu, Patric (2002) ‘What
Makes a teacher aProfessional? University News,40:22, 12-14.Mishra PN, (2002)
‘Structuring ManagementEducation and FacultyDevelopment’, University News,40:39, 16-19.Misra, S. (2003) Top B–
Schools, Business World, 26thSeptember.
Mohanty, Laxman (2002)‘Innovation in Teaching’,University News, 40:31, 12-14.Pillai Latha and
Ponmudiaraj B.S. (2002)‘2002: The years of Qualityin Higher Education’,University News, 40:31, 1-2.Punia B.K. (2001)
‘Implications ofAssessments andAccreditation forManagement Education’,University News, 39:36, 65-68.Singh, B.P. (2002)
‘Business Education in theNew Millennium’, UniversityNews, 40:35,1-7. Singh, Chandra, B.P. and
Sauram, Aniket (2002)‘Universities in the NewMillennium’, University News,40:31, 8-11.Sundarajan, N. (2002)
‘Value Education: theMissing Link in HigherEducation’, University News,40:38, 13-16.Vernal, Louis (2002, 2005)
‘Quality in Education’, ATeachers Perspective’,University News,40:26, 40-26.Wildman, Stephanie, M.
(1998) the Questions ofSilence: Techniques toEnsure Full ClassParticipation, Journal of LegalEducations 38:147, 28-42.
Wildman, Stephanie, M.(1998) ‘The ClassroomClimate: StudentInvolvement’, Women’s LawJournal, 326:1, 1-16.Business School Teaching
Methods (cited October,2008). Available fromURL:http://www.businessschooladmission.com.http://seeuptu.nic.in/listinst_prof.asp
