scholarly journals The Indian Institutes of Management: Need for Fresh Perspectives

1993 ◽  
Vol 18 (3) ◽  
pp. 21-28
Author(s):  
Asit Banerji
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Leadership Role ◽  
Indian Industry ◽  
Indian Context ◽  
Education In India ◽  
And Performance ◽  
Centres Of Excellence

The Indian Institutes of Management (IIMs), conceived as centres of excellence, were expected to provide a leadership role in the field of management education in the country. Since IIMs have been in existence for about three decades, there is a need to reflect upon their impact on the Indian industry and economy. In this article, Asit Banerji examines the role and performance of IIMs and argues for a re-examination of various issues involved in management education in India. Readers may recall that in the October-December 1992 issue of Vikalpa, we had carried four contributions on the theme ‘Management Education’ wherein various issues such as developments in the field of management education, role of management schools, evolution of IIMs, etc. were discussed. This article by Asit Banerji is a continuation of the debate on the role of business schools, especially IIMs, in the Indian context.

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.

scholarly journals Rethinking the role of management education in developing a “new” locus of CSR responsibility

2017 ◽  
Vol 9 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Tulsi Jayakumar ◽  
Rukaiya Kirit Joshi
Keyword(s):  
Management Education ◽  
Chief Executive ◽  
Exploratory Research ◽  
Theoretical Frameworks ◽  
Content Type ◽  
Professional Performance ◽  
Indian Context ◽  
Legislative Framework

Purpose India is the first country to have mandated compulsory corporate social responsibility (CSR) spends through changes in its legislative framework. Focus has thus shifted from the “why” to the “how” of CSR and, therefore, a shift in the “locus” of CSR responsibility from the “influencer” chief executive officer toward the “implementer” CSR professionals. The purpose of this paper is to study the role of management education in developing individual competencies among the implementers and impacting effective CSR implementation. Design/methodology/approach This paper, using a case study design, studies the role of management education in developing individual competencies among the implementers and impacting effective CSR implementation. Building on theoretical frameworks, this paper carries out an exploratory research of an Indian business school’s management education program for development practitioners. It uses qualitative inputs gathered from relevant stakeholders of the program to understand the role of management education in facilitating the paradigm shift in CSR in the Indian context. Findings The paper finds that the program has impacted outcomes at three levels, namely through developing key individual CSR-related competencies; impacting participants’ professional performance; and organizational impact in effective CSR implementation. Practical implications The case study provides a roadmap to business schools for designing and implementing programs for CSR professionals. Originality/value Extant research in the Indian context is silent on key competencies required for CSR implementation and also on the role of management education in developing the same. Such competencies can ensure the efficiency of the expected large CSR spends by private corporates under the new legal requirements and alter the country’s social development path.

Teaching Effectiveness in Fluid Discipline: The Case of Cost Management Education in India

1997 ◽  
Vol 1 (1) ◽  
pp. 43-47
Author(s):  
V.G. Sridharan
Keyword(s):  
Teaching Methods ◽  
Teaching Effectiveness ◽  
Management Education ◽  
Business Schools ◽  
Cost Management ◽  
Theory Development ◽  
Descriptive Theory ◽  
Education In India ◽  
Historical Developments ◽  
Fluid Characteristic

The paper has been organised initially to briefly examine the fluid characteristic of cost management discipline through its historical developments. It then proceeds to trace the existing status of cost management education, encompassing substantive issues on text contents, sequencing and teaching methods in Indian business schools. The Paper finally seeks to achieve its objective by recognising and integrating purpose-based application, manufacturing orientation and descriptive theory development.

scholarly journals Chilean management education: rhetoric of pragmatism, consumerism, individualism and elitism

2010 ◽  
Vol 8 (2) ◽  
pp. 370-387
Author(s):  
Marcela Mandiola Cotroneo ◽  
Paula Ascorra Costa
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Management Education ◽  
Business Schools ◽  
Economic Globalization ◽  
Educational Institutions ◽  
Education Practice ◽  
Goods And Services ◽  
The Social

The aim of this paper is to understand the character and the role of higher education in business in relation to the wider institutional and structural contexts within which they function. Being loyal to that widespread background, business schools in Chile have become efficient providers of appropriate goods and services for their respective clients and consumers, behaving more like corporations and businesses rather than educational institutions. From this perspective, business education's alignment with the wider political and socio-economic shifts associated with the developments of market economies and economic globalization is a necessary reflection. In this paper we will provide an account of our problematization of management education practices in Chile. This practice was pictured as one of the main characters at the forefront of the Chilean neo-liberal revolution during the final years of the last century. In particular, we will unravel more closely the chain of signifiers articulating the meaning of Chilean higher business education. This articulation is recuperated mainly around how those involved in the management education practice talk about (our)themselves. As well as specialised press writings, some academic accounts and fragments from our own 'ethnographic' involvement are used for this purpose. Particular attention is paid to the social, political and fantasmatic logics (GLYNOS; HOWARTH, 2007) as key elements of our own explanation of this practice, which in turn informs our critical standpoint.

Globalization and Its Impact on Business Education in Emerging Economies: A Case of India

2019 ◽  
Vol 6 (2) ◽  
pp. 278-291 ◽  
Author(s):  
Shweta Malhotra Bhatia ◽  
Sigamani Panneer
Keyword(s):  
Emerging Economies ◽  
Business Education ◽  
Management Education ◽  
Business Schools ◽  
Indian Government ◽  
Managerial Roles ◽  
Education In India ◽  
Education Market ◽  
The Impact

The article reviews the impact of globalization on the quality of contemporary business education in India. When the Indian government liberalized the business education market in the 1990s, it was assumed that creation of business schools would automatically lead to employment-ready individuals, especially in managerial roles. On the contrary, certain trends suggest that business schools have been producing suboptimally skilled individuals for the industry, leading to an incessantly widening skill–employability gap. The article discusses the plausible reasons for this gap. The article also argues for integrating emotional intelligence (EI) as a key behavioural skill in management education framework.

Vedic learning and management education

2014 ◽  
Vol 33 (8/9) ◽  
pp. 860-870 ◽  
Author(s):  
Sharda Nandram
Keyword(s):  
Learning Style ◽  
Transformational Learning ◽  
Management Education ◽  
Practical Wisdom ◽  
Modern Society ◽  
Content Type ◽  
Different Types ◽  
Education In India ◽  
Practical Implications

Purpose – The purpose of this paper is to discuss how management education in India can benefit from applying a Vedic Learning style. It argues that transformational learning, a key to transforming mindset, also increases the importance of ethical behavior in management education. Design/methodology/approach – The paper is based on a literature review of Vedic education principles and transformational learning. It focusses on how to apply it in the management education. Findings – It presents an analysis of Vedic Learning, the Indian mindset and the role of transformational learning in Indian management education. While there is a decline in practicing Vedic Learning in India, in fact, it carries a huge potential for all-round development which would transform management education. The paper proposes ingredients for management education following Vedic Learning in terms of philosophy, designing programs, teacher's role, teaching environment and by integrating different types of skills for management. Practical implications – It implies that management education can be designed in a Vedic Learning style for revitalizing practical wisdom for facing the challenges of modern society, both in India and other parts of the world. Originality/value – It strengthens the relevance of the concept of Vedic Learning and shows its similarities with transformational learning.

Responsible management education for a sustainable world

2015 ◽  
Vol 34 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Thomas Dyllick
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Sustainable Business ◽  
Content Type ◽  
Responsible Management ◽  
Body Of Knowledge ◽  
The World ◽  
Diverse Area

Purpose – The reforms in business schools based on the Ford and Carnegie Foundation reports (Pierson, 1959; Gordon and Howell, 1959) have been very successful in embedding management in a research-based body of knowledge, thereby elevating the academic status of business administration. These reforms, however, did nothing toward making management more socially trustworthy or management education more responsible. In the light of the pressing economic, social and environmental crises the world is facing, the feeling is spreading that not only business and economics but business schools also need to change fundamentally, if they want to be a provider of solutions to these crises and thereby keep and regain their legitimacy. The purpose of this paper is to provide a critical analysis of the fundamental challenges facing the role of business schools and their contributions in the areas of education, research, managing faculty, and role of the business school. It presents suggestions what responsible management education for a sustainable world could and should look like. Design/methodology/approach – The paper builds on the existing literature on the needed changes in business schools and has been written as part of a large international project, the 50+20 initiative (www.50plus20.org), which was developed by a broad coalition of organizations with the World Business School Council for Sustainable Business (WBSCSB), the Globally Responsible Leadership Initiative (GRLI) and the UN Principles for Responsible Management Education (PRME) at its core and 16 business schools and organizations from all around the world as supporters (Muff et al., 2013). Findings – Business schools need to transform themselves fundamentally, if they want to be a provider of solutions to the crises of responsibility and sustainability and thereby keep and regain their legitimacy. Originality/value – The paper pulls together insights from a diverse area of literature and develops practical conclusions.

scholarly journals Sustainable Development in Business Education

Economics ◽  
2015 ◽  
pp. 1347-1366
Author(s):  
Fernando Lourenço ◽  
Natalie Sappleton ◽  
Weng Si Lei ◽  
Ranis Cheng
Keyword(s):  
Sustainable Development ◽  
Stakeholder Theory ◽  
Business Education ◽  
Teaching And Learning ◽  
Management Education ◽  
Business Schools ◽  
Pedagogical Tool ◽  
Economic Liberalism ◽  
Business And Management

This chapter highlights the challenges of teaching sustainability in business schools. The authors provide a discussion of economic liberalism and different forms of stakeholder theory to explain the varying attitudes among educators towards ethics, responsibility and sustainability. The assumption that business schools encourage a ‘profit-first-mentality' is fleshed out, and it is argued that this attitude likely affects the effectiveness of teaching and learning in respect to ethical, responsible and sustainable values. The chapter later questions whether it is better to flow with the dominant economic-driven values as prescribed by conventional business education or to challenge it in order to nurture sustainability-driven values among students. These options are explored and the suggestion that entrepreneurship has a role to play as a pedagogical tool to support the teaching of sustainable development is offered. It is argued that entrepreneurship does not confront, but supports the extant values of conventional business education and therefore is a feasible approach for business education. Finally, implications for business and management education, as well as, the role of entrepreneurship to promote sustainability-values are discussed drawing on models and two case studies (UK and China).

Sign in / Sign up

Export Citation Format

Share Document