Educational Leadership in Management Education and It’s Sustainability.(2016)
Pradeep R.Joshi
Abstract:
India is considered as a nation with lot of importance given to education in life of average Indian. Indians have been aware of value of education in life to grab a share of evolving material world.
India has been adapting many new Technological tools/apps and solutions to drive and grow economy at a faster pace (>7% ), as compared to world economic growth. To catch up with the changes in evolving new Business Practices the higher education in Business Administration should align its curriculum and teaching methods and technological tools to shape the future Managers/ Leaders of India and turn India into a Talented Human Capital of New World.
Keywords: Employability skills, Quality of Faculty, Curriculum, Academic Delivery, Management Education, Knowledge, Understanding and Skills, Accreditation, Rankings,
Higher Management Education in India
Summary
Higher Management education in India has started in 1903. There are many prestigious (and now leading) institutes operating in India; that have global recognition. The most prestigious institutions are set up by Indian Government like IIMA, IIMC, to spread American Business education knowledge & models and having intensive collaboration with American B-Schools for facilitating the transfer of learning. 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.
IIM Ahmadabad was founded in 1962, pioneered the case method of teaching in India (in collaboration with Harvard Business School) with an emphasis on Qualitative strategic-integration.
The mission of IIMs was to professionalize Indian Management education through teaching, research, training, institution-building & consulting with the support of expertise developed by the pioneering IIMs e.g. IIMC & IIMA. Both have set up Centres for Training Management Faculty in Case Study Methodology. Two more IIMs were founded in Bangalore (Karnataka) & other in Lucknow (U.P.) in 1973. In late 1990’s, two more IIMs were setup, one at Kozhikode (Kerala) & the other at Indore (M.P.). India now has 11 functional IIMs in Ahmadabad, Bangalore, Kolkata, Lucknow, Indore, Kozhikode, Shillong, Tiruchirappalli, Ranchi, Raipur and Rohtak .and three more are to setup in state of J&K, Uttarakhand and Rajasthan.(1)
With liberalisation of Indian Economy post 1991, many MNC entered India and Domestic companies have to compete with MNC. Companies found that the graduates from commerce stream fell considerably short of the demands of the executive positions in a competitive world. They had good accounting skills but lacked requisite marketing, behavioral, finance & operations skills. They were also weak in oral & written communication, critical thinking & critical reading skills and in Information technology. Consequently, rather incurring on training cost for commerce graduates companies started offering huge premiums for MBA graduates. Recognizing the success of MBA programs & demands from students & employer, universities started looking at management education as an academic discipline & started offering MBA & BBA programs.
(1) The first MBA program was offered by Indian Institute of Social Welfare & Business Management (IISWBM), Kolkata (1903). There are numerous institutes under the top-25 rated B-Schools in India where infrastructure, faculty, industry exposure, placements and package are the enticing factors when it comes to joining a B-School. ISB, ICFAI and Symbiosis business schools are live examples of institutes who epitomize exemplary education keeping in mind the Indian industry culture. (2)
With changing Time Expectations of Businesses have changed a lot e.g. Curriculum Relevant to Industry Practices, and The employability skills (3)
Employability Skills:
The transferable skills needed by an individual to make them 'employable'. Along with good technical understanding and subject knowledge, employers often outline a set of skills that they want from an employee. It’s like Team working, Problem solving, Self-management, Knowledge of the business, Literacy and numeracy relevant to the post, ICT knowledge, Good interpersonal and communication skills, Ability to use own initiative but also to follow instructions and Leadership skills where necessary.
Quality of Employees :
Loyalty, commitment, honesty and integrity, enthusiasm, reliability, personal presentation, common sense, positive self-esteem, a sense of humour, a balanced attitude to work and home life, an ability to deal with pressure, motivation and adaptability. “Today we have around 4,000 postgraduate institutions imparting MBA equivalent education, of which 80 per cent are not delivering the quality of management education that would enhance the employability of the students,” says Bakul Dholakia, Director General of International Management Institute, New Delhi.
Dholakia, a reputed management thinker who was honoured with the Padma Shri, feels there is a huge gulf between the top business schools and the average institutes in India. “The bottoms 2,000 of the business schools are not able to place even 15 to 20 per cent of their students. It is a pathetic situation. On the other hand, if you look at the top 50 schools, their record in terms of placement is extraordinary. Easily 90 per cent of the students in the top 50 business schools get placed within one month of finishing their course,” he explains.
Many educationists feel that the mushrooming of MBA schools is leading to decline in the quality of faculty, which in turn affects the industry-readiness of the graduates. “It is not a question of physical infrastructure; it’s a question of quality of faculty, a question of curriculum. It is a question of how that curriculum is delivered,” observes Dholakia, who has previously worked with IIM-Ahmedabad for 33 years.
“The MBA schools are trying to teach students like it is an engineering course, in a very regimented manner. They treat the text book like a Bible! Their industry interaction is very bad and most of them graduate solely with textbook knowledge rather than case studies and discussions. Because of this, they are not prepared at all for the demands of the industry. We do not hire such students, definitely not for important posts,” Mr. Suresh Chitturi, MD, Srinivas Hatcheries.
According to him, young management graduates should realise that the MSME is the most vibrant sector across the world that has a much bigger share of employment than the corporate companies. Performing well there would fetch them an opportunity to work in the big corporate. “Not everybody can go to an IIM or ISB, so the route is to learn in smaller companies and then work your way up,” he observes.
“Any degree on its own does not make any sense; it also depends on what kind of people come for an MBA. You should have some fire and you should be able to respond to the needs and deliver. Whether they have aspirations, whether they can do hard work, whether they are self-motivated people who can take initiative, who can differentiate between good and bad and have an ambition to grow — all these factors play a role in a person succeeding in life after an MBA”.
RK Mishra, Director, Institute of Public Enterprise, a management institute in Osmania University, Hyderabad, A joint survey recently done by Development Dimensions International (DDI), a global talent management firm, along with The Conference Board, a non-profit business membership and research group, to check the preparedness of companies in India to meet the business challenges associated with global expansion, does not present a good picture.
The report includes responses from 836 leaders, 244 human resource executives in India. A shocking 39 per cent of HR professionals reported that leaders in their organisation are slightly or not at all prepared to handle human capital related challenges which include retaining and developing talent, managing complexity, leading change, leading with integrity and having an entrepreneurial mindset. Only 31 per cent of Indian organisations are prepared to meet the business challenges which include customer relationships, innovation, operational excellence, corporate brand and reputation, global expansion, among others, as the country witnesses not much of an improvement in the quality of leadership.(4) Lot of Jobs are available with MSME (micro, small and medium enterprises) sector, but the CTC offered are not acceptable to MBA grads.(range 15k-22k/month)
Quality of Faculty (5)
Association of MBA’s criteria for Quality of Faculty
(1) The institution offering an accredited programme must be able to provide relevant evidence of the quality of teaching from within its faculty, and that those teaching on the MBA are of the highest teaching standards.
(2) The institution should be able to demonstrate high levels of quality across its faculty as evidenced by relevant management research, scholarship and consultancy. The majority of the MBA teaching team should be actively involved in all three activities.
(3)Faculty teaching at MBA level must be appropriately qualified and credible. Therefore at least 75% of the institution’s teaching staff should have a relevant postgraduate degree. It is expected that the majority of faculty will hold a Doctorate.,
The MBA teaching team should:
(i) be aware of debates at the forefront of knowledge in the relevant management field;
(ii) be able to relate their subject to other subjects in the MBA;
(iii) have an up-to-date understanding of business practice gained through, for example, recent managerial experience, consultancy or executive education so that teaching can be linked to good practice as well as theory.
(iv)The institution should have a well-founded faculty development policy to ensure that faculty continue to meet high standards. Due regard will be given to the following factors:
(i) the need for a critical mass of core staff to administer, deliver and manage the MBA programme effectively;
(ii) New innovative approaches to delivery and learning which transcend the traditional concept of the school and tutor/student interaction.
PROGRAMME MANAGEMENT & STUDENT ENGAGEMENT
1. Mechanisms must exist to ensure adequate feedback and response to student reactions to course delivery and content on the MBA.
2. Facilities should exist to assist in employment for fulltime students at the conclusion of their studies, with career development opportunities available for all students.
3. A well-established and active association of MBA alumni is expected, which provides tangible networking and lifelong learning opportunities for its members.
4. Where course members have been away from formal education for an extended period of time, explicit help in learning skills should be provided.
STUDENTS
1. The MBA is defined as a career development generalist programme for those who have significant post-graduation work experience on which the learning process should explicitly build.
2. The MBA is intended for a variety of able candidates, primarily:
(i) Graduates from any discipline; and/or, holders of an equivalent professional qualification.
(ii) Exceptionally, mature and experienced managers with the potential to meet the learning requirements of the MBA may also be considered as candidates. (5)
(iii)Students are expected to have a minimum of three years appropriate and relevant postgraduate work experience upon entry and the student body as a whole should average at least five years of such experience.
(iv) In order to promote mutual learning among peers, students should be selected on the basis of the contribution they may be expected to make as well as the benefit they may gain.
Given the important role members of the cohort play in enriching the learning process, student diversity across a range of metrics is essential. To achieve adequate group interaction, the expected intake on an accredited programme would be a cohort size (distinct learning group) of at least 20. Due regard will be given to the following factors: the need for a critical mass of participants; geographical factors which may serve to constrain a local market; and, the combination of cohorts from different modes of delivery, whilst maintaining overall cohort cohesion and integrity.
(v) In order to ensure programme diversity and sustainability, individual cohorts should be internationally diverse and balanced where possible. This is especially important for full-time programmes where the international experience offered by the MBA is an industry standard.
PURPOSE AND OUTCOMES
1 The MBA is a career development generalist degree for those with significant relevant work experience, which contributes to learning. The emphasis is on leadership through strategic management with a significant practical and professional orientation to the programme of study.
2 The purpose of an MBA is to:
(i) enhance and develop previous relevant experience in business and management;
(ii) prepare students for leadership and transformational roles in business;
(iii) develop strategic thinking, innovation and entrepreneurial skills;
(iv) develop an understanding and provide experience of global business issues, including the potential contribution that business can make to solving these issues;
(v) develop the ability to apply previous and newly acquired knowledge and experience to complex business issues in a range of contexts;
(vi) develop knowledge, at an advanced level, of organisations, their management and the environment in which they operate;
(vii) develop an understanding of responsible risk management and sustainable value creation on the basis of the environmental, social and governance impacts of business;
(viii) develop interpersonal and group-working skills;
(ix) encourage lifelong learning and personal development.
3. Each individual MBA programme should have clearly stated aims, objectives and learning outcomes. Learning outcomes should be clear and explicit in describing what participants are expected to know and be able to do as a result of the programme. They should make clear the ways in which the institution recognises and assesses intellectual, analytical, personal and enterprise qualities as well as the specific knowledge developed by the programme.
4. In terms of knowledge and understanding, an MBA graduate will be able to:
(i) understand the concept of leadership through strategic management;
(ii) integrate new knowledge with previous learning and experiences;
(iii) know and understand organisations and their stakeholders, the external context in which they operate and how they are managed from a sustainable and long term perspective;
(iv) integrate their learning from a comprehensive range of managerial subject areas to understand and address complex situations holistically;
(v) be able to analyse, synthesise and solve complex unstructured business problems.
5. Employers can expect graduates, over time, to:
(i) apply consistently in-depth knowledge and understanding, based on previous work experience and advanced study, to complex business situations;
(ii) apply strategic management skills at a senior level in changing business environments;
(iii) transform organisations through strategic leadership, intellectual rigour and professional ethical values;
(iv) understand and have experience of global issues;
(v) lead and develop others in an organisational context;
(vi) have well-developed interpersonal skills including the ability to communicate effectively and to interact with groups and individuals at all levels;
(vii) make sound judgements with incomplete data and communicate conclusions clearly to a range of audiences;
(viii) be self-directed and able to act autonomously in planning and implementing projects;
(ix) take responsibility for continuing to develop their knowledge and skills.
6. When assessing the overall quality of the programme, consideration will be given to the value added by the MBA programme to work experience and career development. The views and experiences of appropriate alumni, employers and sponsors will also be sought. The transfer of learning from the programme to the place of work will be evaluated, and evidence that these outcomes are being met by graduates in the workplace is expected.
CURRICULUM
Nature and design
1. The nature of an MBA programme is based on the assumption of significant relevant previous experience of the participants. The MBA is designed for those who may be expected in time to make a significant contribution to managing at a strategic level in their organisation. The MBA is a programme of study aimed at the preparation for strategic leadership and transformational roles in organisations. It should offer both a rigorous and intellectually demanding programme of study and the opportunity for personal development.
2. The design and content of the programme should embrace a range of relevant theory firmly linked to the practical world of sustainable leadership, business and management. Employing organisations should contribute directly to the development of the programme.
3. While all programmes should reflect the general character of the MBA, individual courses may be designed to meet the needs of a specific business function or sector. While it is encouraged that a programme includes some specialisation appropriate to the institution’s resources and strengths, the MBA should retain its generalist, broad character.
Knowledge, Understanding and Skills
4. An MBA programme should encompass relevant knowledge and understanding of organisations, the external context in which they operate; their stakeholders and how they are managed. Care should be taken to ensure that the academic programme is rigorous while properly related to the practical world of management. While a specific module is not expected for each of the below, all programmes should demonstrate that students acquire a significant understanding of the major areas of knowledge which underpin general management, including:
(i) the concepts, processes and institutions in the production and marketing of goods and/or services and the financing of business enterprise or other forms of organisation;
(ii) the concepts and applications of accounting, of quantitative methods, and management information systems including IT applications;
(iii)the organisation theory, behaviour, HRM issues and interpersonal communications;
(iv) the processes and problems of general management at the operational and strategic level;
(v) Macro and micro economics;
(vi) the business research methods and consultancy skills;
(vii) the impact of environmental forces on organisations, including: legal systems; demographics; ethical, social, and technological change issues;
(viii) explicit coverage of the ability to respond to and manage change;
(ix) business policy and strategy;
(x) leadership and entrepreneurship;
(xi) an understanding of the impact of sustainability, ethics and risk management on business decisions and performance;
(xii) further contemporary and pervasive issues, such as creativity, enterprise, innovation, e-commerce, knowledge management, and globalisation;
(xiii) the international dimension to the above, including political risk and contemporary processes of regionalisation, emerging markets, global governance and globalisation.
To ensure an international dimension to the programme, the curriculum should take care to incorporate an understanding of management styles and practices from different regions and cultures, and to include diversity in examples and / or case studies. Examples should encompass a range from prevalent international business standards to local norms and expectations.
6. An MBA should contain substantial evidence of programme integration, usually undertaken primarily as an in-company project, which demonstrates each individual student’s ability to integrate the individual core subjects. Where included, such a project should be practically based and allow candidates to demonstrate an understanding of theory and its application at Masters level.
Although co-operation of an employing organisation is encouraged, and a joint supervisor from the employer may be appointed to monitor the learning process. Where such co-operation is not available, the institution should provide alternative means for the student to carry out a practically based project. The expectations, learning outcomes and assessment criteria should be made explicit. Research and consultancy skills training should be provided in preparation for the above. Any other methods of integration are acceptable but evidence that such methods are effective and substantial is expected.
7. Evidence will be sought that programme design and review has incorporated an understanding of the balance between theory and practice, and between functional and integrative teaching.
8. The programme must also be explicit about the means by which transferable and ‘soft’ management skills are developed throughout the programme. Such skills include, but are not restricted to: ability to manage change; communication; leadership; teamwork; dealing with ambiguity; negotiation; problem solving; critical thinking; values.
9. The general educational aims of the programme should be to develop cognitive, critical, intellectual and relevant personal and interpersonal skills at leadership level. It is important that participants are able to apply the concepts learned during the programme. Teaching, Learning and Assessment
10. The applied nature of much of the MBA demands a range of teaching and learning methods. These methods include lectures, seminars, workshops, action learning, reading, individual and group projects, distance learning, computer based training and in-company training whether formal courses or in-company learning with a mentor. Cooperation of employers is to be encouraged and it is expected that much of the learning will be practically based.
Delivery Mode
1. Programmes may be full-time, part-time, distance/open learning or multi-mode (blended). Innovative approaches to design and delivery are welcomed if they enhance learning opportunities and can maintain the coherence and integrity of the course, while meeting the general standards outlined in this document. It is expected that cohort integration is achieved through programme and delivery design even on the most flexible of delivery modes.
2. It is expected that all programmes will contain some element of support through an online platform which students can access off-campus and out-of-hours.
3. Where programmes are designed on a modular basis, the design should, given the importance of a multi-disciplinary approach to management problems, clearly provide means by which the integration of individual subjects is achieved.
4. Some programmes may deliver a significant part of the learning experience at a distance, ranging along a spectrum from offering one section or module of the course online, to ‘blended learning’, to ‘distance learning’ in its purest sense. In such cases, it is expected that all standards outlined in this document will continue to be met.
Programmes delivered by such modes must ensure that students receive an equivalent learning experience to that of students studying on a face-to-face basis.
Accreditation will therefore focus particularly on examining evidence that there is:
(i)a physical base from which the programme operates, which provides an effective logistical and administrative infrastructure that ensures that all participants engage with the programme as intended, that monitors this engagement, and that consistency is maintained year on year. This should also extend to include local teaching and support facilities where appropriate;
(ii) a specifically designed quality assurance system to ensure the continued quality and currency of all staff, systems and teaching materials, with a systematic process of periodic quality review;
(iii) remote out-of-hours access for all students to the necessary study materials, library resources and software, with dedicated technical support available and readily accessible;
(iv) consistent academic leadership which provides cohesion for the programme underpinned by appropriate research and scholarly activity, and with responsibility for the review of course content, delivery and academic standards;
(v) a tailored system of programme management and support, ensuring transparent coordination and regular communication between the various departments involved in the delivery of the programme;
(vi) a customised system for regular and responsive student engagement with the institution, to include access to academic and support staff, student feedback and pastoral care;
(vii) a means to ensure that students studying at a distance receive appropriate career development opportunities, in addition to evidence that the development of transferable skills are addressed explicitly;
(viii) a transparent system to regularly monitor student interaction and progression on the programme, with effective means to remedy any issues that arise as a result of this monitoring;
(ix) a platform to provide, encourage and monitor peer group/cohort interaction, both synchronously and asynchronously, across key elements of the course. This should provide an effective means for group work as well as an opportunity for networking and peer support;
(x) a robust and secure assessment system, which guards against plagiarism, ensures the correct identity of submitted work, and allows for appropriate feedback to students, both formative and summative;
(xi) a structured, effective and interactive learning platform underpinned by both synchronous and asynchronous interaction between the learning group and faculty/ tutors.
The minimum requirement for the face-to-face element on a distance learning programme is expected to be 120 hours, which can be partly substituted by demonstrably effective technologies that allow for synchronous interaction between the student cohort and faculty. For other blended modes of delivery, the number of contact hours is expected to be considerably higher than 120, though it may be less than 500.
The balance of 500 contact hours must be mandatory interactive student-faculty learning, although this can be delivered asynchronously How to go for Educational Leadership in Management Education and It’s Susainability.
1. Top to bottom approach for Setting Strategies of B-School. Like whether B-school go for accreditation agencies like AMBA.OR collaborate with Global Universities.
2. Faculty training in special modes of teaching method (Case-study) or Video/ Simulation Presentations done at reputed Institutes like IIMC;IIMA
3. Lesson plans, Operation workouts (One concept application in real world with real data analysis done by a small group of students (normally 4) and On-the Job training (3 month duration) monitored by assigned Faculty and Mentor form Industry; with training inputs provided once by Faculty in a week; to training students and interaction with Industry guides.
4. Special sessions for Specialisations in Finance, HR,IT, Marketing focussed students should be conducted on regular basis, before or during 4th semester of programme.
5. Whether B-school should have direct interaction with Industry or whether B-school should collaborate with Industry to carry out research and training for employees of company Or should they have mutually beneficial interaction with Industry mentors and Faculty; on regular basis like once in a month.
6. Whether B-school should conduct small Projects like operation workouts for students in consultation with Industry or other Service organizations in city (where institute is located.)
7. B-school should have a website where mission, vision and MDP Training activities should be indicated like IMI,New Delhi, Also curriculum changes every year like Asia Pacific school of Management ,New Delhi.
8. (UGC has given directive recently to upgrade curriculum with latest needs of industry and MDP Programs to be conducted on regular basis (advised to Devi Ahilya University, Indore, Madhya Pradesh). Meeting compliance's of NAAC, AICTE on Regular basis.
9. Discussions about various sectors like Agriculture, Industry (Automobile, Infrastructure, etc.); Start-ups, carried under guidance of Experts from relevant fields and students on regular basis; at least once a month.
Following is opinion expressed by Dr.Bholanath Dutta, President of MTC Global, Bangalore, India to Join_MTC googlegroups. (6) 1. To cater to the knowledge and skill needs for these trends, the management education sector will seek greater and vibrant linkages with the industry.
2. The general full time MBA will still continue but will face more challenges of relevance from the industry. Programs in the executive education space with industry sponsorship are likely to become more prominent. Programs or courses modelled on company-specific offerings linked with preferred placement opportunities for students enrolling for such programs or courses will find increasing favour from business schools. Demand for shorter and domain specific courses within established programmes will escalate in domains such as Analytics.
3. As many would-be pass-outs from business schools are getting inclined to have their own start-up business, the demand for courses which help budding entrepreneurs to get established will grow.
4. There will be a perceptible shift in pedagogy towards case-based teaching with Indian context, a trend which has been already visible in the recent years.
5. Much has been written about MOOCS (Massively Open On-line Courses) model of education in the previous years, but this trend has not caused significant disruption in the traditional model of delivering business education. However, delivery of executive learning programmes through technology based platforms will find increasing acceptability and growth.
6. The clamour among business schools for higher rankings in the rankings published by reputed ranking agencies will intensify due to its direct impact on the inclination of prospective students to opt for better ranked institutes. Business schools will increasingly invest in getting themselves accredited through reputed accreditation agencies. They will also substantially invest in aggressive social media campaigns to reinforce their brand identity to attract students.
7. The year 2016 will also see further consolidation in the business school sector in response to the regulatory pressures.
References :-
1. Shubhendu S. Shukla ,Asst. Professor, SR Group Of Institutions, Lucknow, India ;http://www.sersc.org/journals/IJEL/vol2_no2/2.pdf
2. Pranshu Awasthi; (Class of 2007, IBS GURGAON ); http://blog.ibsindia.org/origin-of-mba-in-india/#sthash.GVGdepIM.dpuf
3. G. Gowsalya and Dr.M. Ashok Kumar, Department of Management Studies and Research, KarpagamUniversity. Coimbatore,Tamilnadu–India, March 2015; http://www.ijarcsms.com/docs/paper/volume3/issue3/V3I3-0108.pdf
4. Is MBA Worth Your Time?;http://www.newindianexpress.com/education/edex/Is-an-MBA-Degree-Worth-Your-Time/2015/04/20/article2767565.ece
5. Criteria for Accreditation of MBA Programmes, AMBA http://www.mbaworld.com/~/media/Files/Accreditation/MBA-criteria-for-accreditation.ashx
6 Dr.Bholanath Dutta, President- MTC Global,An Apex Global Advisory Body in Management Education; post on Join_MTC Googlegroup.com; “About Top trends in Business Of Management Education in 2016 on 1st Jan 2016.
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