scholarly journals CHALLENGES OF INTEGRATING RESPONSIBLE MANAGEMENT EDUCATION IN HIGHER EDUCATION INSTITUTIONS OF UTTAR PRADESH, INDIA

2016 ◽  
Vol 4 (1) ◽  
pp. 171-177
Author(s):  
Ajai Prakash ◽  
Archana Yadav
Keyword(s):  
Higher Education ◽  
Total Population ◽  
Management Education ◽  
Geographical Area ◽  
Uttar Pradesh ◽  
Educational Institutions ◽  
Political Issues ◽  
Responsible Management ◽  
Total Geographical Area ◽  
Education In India

India is facing a big debate on various social, economic and political issues which remained around corruption and poverty; how they can be eradicated from our society. Uttar Pradesh (U.P.) is the most populous state of our country with over 16.4 % of countries total population. Moreover with 9% of the country’s total geographical area, U.P. is the 4th largest state of our country. The median age of U.P. is 20 whereas that of India is young 24 years as in 2011. Though U.P. is the youngest state in India and has a rich cultural heritage but when it comes to literacy and gross enrolment in higher education, it is far behind other states. In order to create a responsible environment, management education can work as a very effective tool. In order to tackle the challenges faced globally such as corruption, poverty and workforce diversity, the United Nations has developed Responsible management initiative. The objective of this paper is to present the structure and different channels of management education in India with special reference to U.P. state. The focus is on identifying critical factors in integrating responsible management education in Higher Educational institutions with reference to sustainable development.

The Education—Industry Interface in India

1999 ◽  
Vol 13 (5) ◽  
pp. 316-322
Author(s):  
M. M. Ansari
Keyword(s):  
Higher Education ◽  
Industrial Development ◽  
Educational Institutions ◽  
Business Organizations ◽  
Education Industry ◽  
Strategic Measures ◽  
Business Support ◽  
Educational Programmes ◽  
Education In India ◽  
And Performance

Industry and educational institutions are increasingly dependent on each other in terms of their productivity and performance. This paper reports and analyses the findings of a survey designed to ascertain the extent of industry's support for education in India and companies' attitudes towards the provision of that support. Although various forms of business support for education are identified and discussed, the author's overall assessment indicates that, in spite of the very substantial mutual benefits of cooperation, interaction between higher education institutions and companies remains at a low level in India – and this threatens educational and industrial development. In this context, he describes the major impediments to industrial support for and involvement in educational programmes and recommends a series of policy and strategic measures for government, HEIs, and business organizations which would address the constraints and disincentives identified.

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.

Benchmarking model for management education in India

2017 ◽  
Vol 24 (3) ◽  
pp. 666-693 ◽  
Author(s):  
Swati Yeravdekar ◽  
Abhishek Behl
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Literature Review ◽  
Private Sector ◽  
Structural Model ◽  
Management Education ◽  
Public And Private ◽  
Content Type ◽  
Education In India ◽  
Interpretive Structural Model

Purpose Management education has assumed phenomenal prominence in India in recent years, with branding being a prime factor used as a yardstick, rather a benchmark or point of reference, for one institution having an edge over the other. The purpose of this paper is to explore the factors leading to branding of management education in India. It proposes two frameworks using Total Interpretive Structural Model (TISM) for public and private sector management colleges. For this purpose, variables are extracted using systematic literature review, which play a crucial role in changing the dynamics of college rankings. The inquiry distinctly examines the nature of relationship between them for public and private colleges offering higher education. The study further proposes strategies for improvement of rankings by discussing the hierarchy and interrelationship among the enablers. Design/methodology/approach The study uses Interpretive Structural Model (ISM) to ascertain the linkages between the variables, and employs TISM to validate the reasons of association. The model was fabricated by consulting the experts from various spheres closely allied to branding and higher education, including the private agencies and decision makers in the selected colleges. The variables were furthermore structured for classification using Matrice d’Impacts Croises-Multiplication Appliqué an Classment Analysis. Findings It was observed that the variables behave differently when studied from the perspective of private sector colleges and public sector colleges; the former have seven levels of arrangement while it is only four for the latter. Quality of Faculty and Research were the key areas of concern for private sector colleges while infrastructure featured as a focal point for those in public sector. It was also evident that the placement of variables and their flow were different. Rankings should thus be premeditated differently for both the sectors and different weights should be assigned to rank the colleges. Research limitations/implications The study is confined to branding of management education institutes in India, without considering other important disciplines for generalizing the framework. It is based on literature review followed by ISM, while other approaches such as ethnographic research methods and appreciative inquiry could have been possible alternatives as well. Practical implications The paper helps in developing different frameworks for private and public sector institutes, which would assist them to have a homogenous completion within their respective sectors. The study can be used to measure the performance of colleges on various parameters and gives them linking variables to enhance their productivity. Originality/value The paper discusses the need for developing a different barometer to measure the performance of private sector and public sector colleges offering higher education.

Contribution of PRME in education, research, and outreach in Brazilian higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aline Bento Ambrósio Avelar ◽  
Keilla Dayane da Silva-Oliveira ◽  
Milton Carlos Farina ◽  
Raquel da Silva Pereira
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Local Community ◽  
Management Education ◽  
Higher Education Institutions ◽  
Hierarchical Classification ◽  
Content Type ◽  
Responsible Management ◽  
Teachers And Students ◽  
Development Goals

Purpose This paper aims to assess the contribution of the UN’s Principles for Responsible Management Education (PRME) in higher education, covering education, research and outreach in Brazilian higher education institutions (HEIs) after becoming signatories. Design/methodology/approach Teachers representing Brazilian HEI signatories to the PRME were interviewed. The IRAMUTEQ software was used for content analysis, descending hierarchical classification and similarity tree, allowing to quantify the quality variables originating from the professors’ beliefs and opinions. Findings The PRME helps Brazilian HEIs to review or create disciplines related to responsible management education and adopt transdisciplinarity for sustainability. The signatories’ PRME-influenced research is interdisciplinary, focusing on the UN’s Sustainable Development Goals (SDGs). Social responsibility is promoted through local-community projects, while partnerships, initiatives and innovative pedagogies from foreign-signatory HEIs provide international experiences for teachers and students. However, within one initiative, which had 170 signatories in 2008 and over 800 in 2020, indicators should be formulated to analyze and enhance HEIs’ sustainability profile. The PRME contributes to educating young people and adults in Brazil via education, research or outreach; however, this contribution needs to be assessed. Originality/value Prior studies have not collected data through interviews to consider professors’ perspectives on the PRME’s contribution to signatory HEIs in Brazil. This study interviewed professors involved with the PRME to broaden their understanding beyond bibliometrics and assess the alignment of the PRME and UN SDGs.

Technological Approaches to Maintaining Academic Integrity in Management Education

2013 ◽  
pp. 1218-1243
Author(s):  
William Heisler ◽  
Fred Westfall ◽  
Robert Kitahara
Keyword(s):  
Higher Education ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Business Education ◽  
Ethics Education ◽  
Management Education ◽  
Colleges And Universities ◽  
Current Status ◽  
Educational Institutions ◽  
Review Of The Literature

Challenges to academic integrity in management education appear to be on the rise in U.S. institutions of higher education. In an effort to reduce cheating and plagiarism in business education, universities have turned to a variety of technological approaches. However, technology cannot be considered a panacea for ensuring academic integrity and is probably best viewed as a “stop gap” measure that can eventually be compromised. The authors begin this chapter by describing how declining ethics has been evidenced recently in business. Then, they present a review of the literature describing the extent and causes of academic dishonesty and discuss what some educational institutions are doing to address academic integrity, including calls for an increase in ethics education. Finally, they review technological approaches used by many colleges and universities to prevent cheating and plagiarism, examining the features, strengths, weaknesses, and current status of each technology.

scholarly journals Dissemination Strategies for Higher Educational Institutions for Geo-Social Necessities: A Synergic Model

2018 ◽  
Vol 6 (1) ◽  
pp. 22-51
Author(s):  
Manulal P. Ram
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Geographical Area ◽  
Academic Community ◽  
The State ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Academic Potential ◽  
Synergic Model ◽  
Demographic Potential

Higher education institutions (HEIs) are expected to be established in conjunction with the specificities of the regions to which they are supposed to belong. But over the years, the regional necessities based on its resourcefulness and demographic potential are seldom accounted for in their justifiable dissemination across the state. This article analyze (a) whether our HEIs are established by satisfying the needs of its geographical area and (b) whether the programmes offered by them have any mutual benefits to the regional populace and academic community. Various resource diversities are attached with every institution, in the context of contesting components of science and other academic disciplines. This study proposes a synergic model to facilitate the allocation of academic programmes and dissemination of institutions with 10 broad synergic bands, each incorporating various resource potentials available with every geographical niche. A total of 54 government arts and science colleges of the state have been geocoded and tagged with these bands, to find the institutional synergies with their surrounding resources. Although colleges capture synergy points ranging from two to nine, but only a few of the institutions are enriched with higher numbers of bands. The more synergy points the institution captures, the more will be its academic potential in terms of feasibility of programmes in consideration of sustainable development of the locality in which they are situated. This model is therefore an instrument for every institution and to self-evaluate its performance for the societal prosperity of their immediate neighbourhood.

scholarly journals BOOSTING THE EDUCATION QUALITY USING THE MODEL GAPS AND 8P FRAMEWORK FOR HIGHER EDUCATIONAL INSTITUTIONS IN INDIA

2021 ◽  
pp. 104-107
Author(s):  
M. Vignesh ◽  
V. Padmaja
Keyword(s):  
Higher Education ◽  
Social Progress ◽  
Educational Institutions ◽  
Private Company ◽  
Advanced Education ◽  
Study Results ◽  
Education In India ◽  
Higher Educational ◽  
The Impact ◽  
Analysis Of Knowledge

Advanced education is getting extremely severe in the globalised world of the present century,and large colleges must advance their own organisations both locally and internationally. Advanced curriculum is one of the most important aspects of a nation's preparation. The key objective of advanced education is to produce fresh knowledge, to analyse study chips on different topics of social progress,to anticipate the needs of the economy and to train extremely talented professionals.The study would investigate the methods of ads submitted by higher educational bases in India.The basic aim of this review is to explore the essence of higher education in India. In any event, the report underlines the discernment and conclusions of the analysis about the current accessible and private company education structures and emerging problems and challenges explored by specialised education organisations. For the analysis of knowledge, both subjective and quantitative techniques were used.The study results demonstrate the different facets of advanced schooling, their efficiency and their present affordability as well as their obvious higher-education advantages. This paper further examines the implications of the expanded distance paradigm for evaluating the essence of instruction (EduQual).The regular five Holes in institutional Deficiencies contain two new Differences.It was observed that the two additional Differences are connected to the organisation of higher educational foundations.The success of understudies with the direction provided greatly impacts the verbal correspondence of the understudies. The layout of the examination was noticed that two essential factor events had an effect on the choices of the understudies: human variables and structural components.This research also reveals the impact of 8Ps frameworks.The factor results of the 8Ps segments are radical in ensuring the completion of the analysis. Estimating the essence of their governments is therefore a big move for all organisations who relate to the components of importance which should be discussed and that give foundations the chance to increase an essential position in the knowledge view.

scholarly journals Impact of Covid-19 on Higher Education in India

2020 ◽  
Author(s):  
PRAVAT KUMAR JENA
Keyword(s):  
Higher Education ◽  
Human Life ◽  
Educational Institutions ◽  
Educational Services ◽  
Educational Activities ◽  
The World ◽  
Education In India ◽  
Learning Research ◽  
Teaching Learning ◽  
Tools And Techniques

The spread of pandemic Covid-19 has drastically disrupted every aspects of human life including education. It has created an unprecedented test on education. In many educational institutions around the world, campuses are closed and teaching-learning has moved online. Internationalization has slowed down considerably. In India, about 32 crore learners stopped to move schools/colleges and all educational activities brought to an end. Despite of all these challenges, the Higher Education Institutions (HEIs) have reacted positively and managed to ensure the continuity of teaching-learning, research and service to the society with some tools and techniques during the pandemic. This article highlights on major impacts of Covid-19 on HEIs in India. Some measures taken by HEIs and educational authorities of India to provide seamless educational services during the crisis are discussed. Due to Covid-19 pandemic, many new modes of learning, new perspectives, new trends are emerged and the same may continue as we go ahead to a new tomorrow. So, some of the post Covid-19 trends which may allow imagining new ways of teaching learning of higher education in India are outlined. Some fruitful suggestions are also pointed to carry out educational activities during the pandemic situation.

Crafting Responsible Management Practices in Business School Learning Outcomes: An Indian Case Study

2017 ◽  
Vol 21 (1) ◽  
pp. 46-62 ◽  
Author(s):  
Neeraj Singhal ◽  
Preeti Suryawanshi ◽  
Garima Mittal
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Management Practices ◽  
Management Education ◽  
North India ◽  
Responsible Management ◽  
Academic System ◽  
Management Institutions

Management education is increasingly facing societal demands for becoming responsible business. Many management institutions have therefore become involved in embedding sustainable development as part of responsible management education into their academic system. This was also due to use of ‘responsible management’ as one of the important criteria in the international accreditation process and thus leading to greater acceptability amongst its target audience. The United Nations (UN)-supported Principles for Responsible Management Education (PRME) initiative is an important catalyst for the transformation of management education in this direction. The research was based on analysis of around 60 peer-reviewed articles in the field of responsible management education to understand important categories where the institution can commit for implementation of sustainable development. The next part of research focuses on studying the declarations, charters or initiatives for higher education for sustainable development. Further, the research for this article was built upon discussions on implementation of PRME in designing the student learning outcomes (SLOs) for management education. The article intends to study the case of one institute from North India that has made an attempt to adopt the six (plus one) principles of PRME into the curriculum design for its Post Graduate Diploma in Management (PGDM). The article serves as an instrument to help higher education institutions (HEIs) that are planning to adopt PRME as it explains the processes, challenges and benefits of implementing PRME throughout the system.

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