scholarly journals An Alternative Structure of Delivering Management Education in India

2020 ◽  
pp. 004723952095861
Author(s):  
J. K. Goyal ◽  
Pratima Daipuria ◽  
Somya Jain
Keyword(s):  
Swot Analysis ◽  
Management Education ◽  
Course Delivery ◽  
Research Papers ◽  
College Administration ◽  
Online Mode ◽  
Long Run ◽  
Education In India ◽  
Compare And Contrast ◽  
Alternative Structure

The coronavirus pandemic has adversely affected all sectors globally including the education sector. Education institutes across all levels (preprimary, primary, secondary, and higher education) have closed in 188 countries across the globe. Prolonged closure of colleges and schools has forced the educational sector to adopt the online mode of teaching. But one question that is bothering most of the academicians is: Can this online mode of teaching standalone in the long run? To answer this question, our article has proposed an alternative model of delivering education in the time of crisis. This article also helps to explore and compare different modes of course delivery. It also tries to compare and contrast different modes of education through Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis. This article limits its analysis to management education only. An in-depth systematic review from various research papers, articles, cases was done for this article to suggest the model. We found that the management education in India needs a paradigm shift in design, delivery, and assessment and as has been the trend, the trend-setter has to be the faculty in association with the learner. The article recommends that the college administration and faculties should design curriculum in such a system which is more practice-oriented, has more interning hours and where theory gets tested and tried in the field.

Management Education in India: Issues & Challenges

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

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

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

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

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

Addressing diversity, equity and inclusion (DEI) through service learning in management education: insights from India

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kaushik Ranjan Bandyopadhyay ◽  
Kasturi Das ◽  
Ritika Mahajan
Keyword(s):  
Service Learning ◽  
Literature Review ◽  
Management Education ◽  
Business Schools ◽  
Theory And Practice ◽  
Social Implications ◽  
Content Type ◽  
Diversity And Inclusion ◽  
Long Run ◽  
Equity And Inclusion

PurposeThe paper makes an endeavour to explore the efficacy of service learning (SL) pedagogy in inculcating the value of diversity, equity and inclusion (DEI) with a focus on management education in India.Design/methodology/approachThe research methodology comprises a systematic survey of select relevant literature on SL and applying a novel approach to bring out certain key traits of SL initiatives. The paper also tries to decipher how the identified key traits could be regarded as contributing to the ethos of DEI among the learners. Based on insights from the systematic literature review and identified research gaps, an in-depth study of three SL initiatives in India, have been undertaken to demonstrate how implementation of the SL pedagogy in management education creates an impact on the attributes of DEI and inculcates an inclusive mindset.FindingsAlthough the design, process and learning outcomes of SL pedagogy varies depending on the context, there is commonality in the core attributes that emerges from the literature review which has a potential impact on inculcation of the values of inclusion and appreciation of diversity. The select case studies successfully expand on the list of these identified relevant attributes. The findings have also been corroborated by participants' reflection.Research limitations/implicationsThe paper is, however, limited in its scope of assessing the impact in creating an inclusive mindset. To gauge whether such impact is pervasive and persists in the long run, one needs to examine if these values are carried forward by the participants in their professional and daily life. It would, therefore, be more meaningful to carry out a primary survey of the participants, who took part in such SL initiatives, to understand whether the values have really been assimilated in the real life. This is outside the scope of this paper but does open the scope for further research.Practical implicationsThe paper would be highly relevant for the accreditation agencies who are increasingly prescribing the role that business schools can and should play towards inculcating the ethos of diversity and inclusion among future business leaders and managers. For the administrators of business schools and other higher education institutions who may be considering how to incorporate the ethos of diversity and inclusion in the curriculum and pedagogy, the paper will provide some direction through the SL route. The detailed exposition of the three SL initiatives will enlighten the administrators or the faculty responsible for designing and delivering any SL programme in other business schools or higher educational institutions as to how to go about developing and delivering such an initiative. To the extent such SL initiatives succeed in leaving a lasting impact on the participants regarding ethos of inclusion and diversity, the business implications in the long run could be immense.Social implicationsThe purpose of the paper by itself establishes its social relevance. The very fact that the paper is focused on SL initiatives that involve social problem-solving approaches through hands-on working on social projects and working with communities the social implications are rather obvious.Originality/valueGiven the paucity of information and analysis on potential fit of SL for fostering DEI especially in developing countries, the present paper contributes to the existing body of literature and aptly fills the void. It builds a theoretical construct relating SL with the traits of DEI and then bridges theory and practice by demonstrating the efficacy of three SL programmes in Indian context to internalise the elements of DEI.

scholarly journals THE IMPLEMENTATION OF MARRIAGE GUIDANCE FOR PROSPECTIVE BRIDALS BY THE RELIGION MINISTRY OF MANADO

2020 ◽  
Vol 18 (2) ◽  
pp. 112
Author(s):  
Salma Salma ◽  
Ahmad Rajafi
Keyword(s):  
Data Collection ◽  
Swot Analysis ◽  
Analysis Approach ◽  
North Sulawesi ◽  
Long Run

Divorce in Manado includes the highest in North Sulawesi, while the office of Religious Affairs has long run the course for prospective brides. After that, it brought forth a new regulation on marriage guidance brides was born in 2009 with a detailed curriculum and modules in 2016. This marriage guidance is the urgency of this research to examine the implementation of marriage guidance in Manado's city. This research's field is qualitative with data collection through observation, interviews, documentation, and the SWOT analysis approach.  The results were found that many obstacles in the level of implementation, from disproportionate budgeting, not using a certified facilitator, the implementation that was not in accordance with the technical guidelines namely for sixteen hours of learning divided into two days; with a division of time of eight hours on the first day and eight hours on the second day.

WhatsApp Generation in Zoom University: Online Pedagogical Challenges and Innovations

2022 ◽  
pp. 0258042X2110694
Author(s):  
Divya Aggarwal ◽  
Varun Elembilassery
Keyword(s):  
Online Teaching ◽  
Management Education ◽  
Qualitative Interviews ◽  
Cognitive Apprenticeship ◽  
Jel Classification ◽  
Theoretical Underpinning ◽  
Online Mode ◽  
Early Evidence ◽  
Apprenticeship Model ◽  
Practical Implications

Management education has undergone significant changes owing to the COVID-19 pandemic. The classroom delivery has moved from an offline mode to a completely online mode, unravelling many pedagogical challenges and constraints. This study explores the pedagogical challenges faced by academicians and the innovative remedial measures adopted by them. This study follows an inductive approach using qualitative interviews and uses the cognitive apprenticeship model as the theoretical underpinning. Findings indicate that all domain aspects of the cognitive apprenticeship model are not equally relevant in an online teaching scenario compared to offline teaching. Findings also indicate that the interpersonal and communicational aspects of the learning environment have gained more prominence in online teaching. This article contributes to the existing literature by bringing early evidence on the challenges and innovations in online teaching. In addition, this study also contributes to the understanding of the cognitive apprenticeship model in an online scenario. Even though the scope of the study was limited to academicians from the finance and accounting area, the findings are globally relevant. They have practical implications for other disciplines as well. JEL Classification Codes: M0, I20, I29, Y7

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