scholarly journals Design Thinking for Management Education

2020 ◽  
Vol 8 (5) ◽  
pp. 639-649
Keyword(s):  
Business Education ◽  
Paradigm Shift ◽  
Design Thinking ◽  
Management Education ◽  
Primary Objective ◽  
International Standards ◽  
Pedagogical Strategies ◽  
Use Of Technology ◽  
Rapid Changes ◽  
Education In India

The changing environment of management education and the skill needs of the industry have been compelling management pedagog y to go through rapid changes. Even after a paradigm shift in the approach to imparting management education in view of its professional nature, it has been observed that the huge competition in this field has been leading to disruptions demanding innovative approaches by institutions to ensure sustenance. The need for innovations is felt as it is observed in various teaching pedagogical strategies. Institutions are banking upon creative and unique approaches to both developing the content or curriculum as well as the methods of teaching. This article tries to highlight the design thinking approach for management education in India to enable parity with international standards. The divergent and the convergent techniques adopted in the changed management education system have brought in innovations with the use of technology. The primary objective of this article is to study and understand the concept of design thinking approach as well as to verify the application of design thinking to management education in India. The contexts and constraints of the disruptive design thinking approach are also discussed in the article. The scope of the paper extends from discussing the evolution of management education, the disruptions and the need to search for a solution for the disruptions – applying design thinking approach by focussing on innovations in courses, curricula, pedagogy and the orientation of management education as a whole due to these changes. A small study was taken up trying to understand the perception of students and faculty on the scope of design thinking in different categories of business education institutions.

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.

Paradigm Shift in Management Education

2021 ◽  
pp. 755-769
Author(s):  
Smitha Nayak ◽  
Nandan Prabhu
Keyword(s):  
Business Education ◽  
Paradigm Shift ◽  
Conceptual Knowledge ◽  
Management Education ◽  
Functional Approach ◽  
Theory And Practice ◽  
Managerial Effectiveness ◽  
Process Orientation ◽  
Functional Perspective ◽  
Knowledge Assimilation

Scholars, in the field of management education, have questioned the efficacy of current focus of business education in creating effective managers. Gulf between theory and practice, undue emphasis on conceptual knowledge, and lamentable attention to knowledge assimilation are cited as the prominent reasons for significantly low level of managerial effectiveness. In this regard, this chapter analyses the current paradigms of management education in its attempt to make a case for the need for a paradigm shift in education. Review of prior research clearly articulates the need for a cross functional approach to management education to bridge the gap between theory and its application. Further, this chapter discusses the dimensions of the process-orientation paradigm that it articulates. Potential contributions of process orientation paradigm and challenges before the cross-functional perspective of management education are also presented.

Tools and techniques to ensure innovative management education in India

2016 ◽  
Vol 48 (5) ◽  
pp. 265-268 ◽  
Author(s):  
M.S. Rao
Keyword(s):  
Management Education ◽  
Business Environment ◽  
International Standards ◽  
Social Implications ◽  
Global Business ◽  
Content Type ◽  
Global Standards ◽  
Innovative Management ◽  
Education In India ◽  
Tools And Techniques

Purpose – The purpose of this paper is to outline tools and techniques to ensure innovative management education in India. Design/methodology/approach – The paper addresses the challenges in the present Indian management education and outlines a blueprint with innovative solutions. Findings – It calls for support from all stakeholders including industry, educators, students, educational institutions, government and thought leaders to innovate Indian management education as per the global standards to create world class managers and leaders. Practical implications – These tools and techniques can be customized in other countries to ensure quality management education. Social implications – The social implications of this research suggests that stakeholders must strive to ensure innovative management education to create effective managers and leaders globally. Originality/value – It overhauls Indian management education as per international standards. It explains management education from the perspective of Henry Mintzberg. It reinvents management education as per the dynamic global business environment.

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.

Paradigm Shift in Management Education

2017 ◽  
pp. 241-255
Author(s):  
Smitha Nayak ◽  
Nandan Prabhu
Keyword(s):  
Business Education ◽  
Paradigm Shift ◽  
Conceptual Knowledge ◽  
Management Education ◽  
Functional Approach ◽  
Theory And Practice ◽  
Managerial Effectiveness ◽  
Process Orientation ◽  
Functional Perspective ◽  
Knowledge Assimilation

Scholars, in the field of management education, have questioned the efficacy of current focus of business education in creating effective managers. Gulf between theory and practice, undue emphasis on conceptual knowledge, and lamentable attention to knowledge assimilation are cited as the prominent reasons for significantly low level of managerial effectiveness. In this regard, this chapter analyses the current paradigms of management education in its attempt to make a case for the need for a paradigm shift in education. Review of prior research clearly articulates the need for a cross functional approach to management education to bridge the gap between theory and its application. Further, this chapter discusses the dimensions of the process-orientation paradigm that it articulates. Potential contributions of process orientation paradigm and challenges before the cross-functional perspective of management education are also presented.

scholarly journals Paradigm Shift in Indian Executive Education: Need of the Hour

2019 ◽  
Vol 12 (1) ◽  
pp. 17-20
Author(s):  
P. V. Murthy
Keyword(s):  
Business Education ◽  
Paradigm Shift ◽  
Reflective Learning ◽  
Executive Education ◽  
Western Education ◽  
Teaching Pedagogy ◽  
Education In India ◽  
Comprehensive Comparison ◽  
Changing Times ◽  
The Many

In this article, the author draws a comprehensive comparison between pedagogies used in Indian and Western Education to opine that executive education in India needs to undergo an overhaul to stay relevant in today’s changing times. The author remarks that the teaching pedagogy in India should move away from the ‘knowledge-transfer’ and ‘theory-based’ model and adapt an ‘experiential and reflective’ learning method, which has been successfully adopted by the many Western business schools. Executive education in India needs to design an enriched and enhanced curricula to be at par with their global counterparts, and thus, the author thinks that it is a need of the hour to bring about a paradigm shift in the current business education in India.

scholarly journals REORIENTING MANAGEMENT EDUCATION TO MEET CORPORATE EXPECTATIONS

2017 ◽  
pp. 139-148
Author(s):  
Jasmine Gupta
Keyword(s):  
Social Sciences ◽  
Business Education ◽  
Management Education ◽  
Business Schools ◽  
General Management ◽  
Vocational Orientation ◽  
Education In India ◽  
Pertinent Question ◽  
Management Institutions ◽  
Management Students

Management Education in India has come of age. The focus of management education is to serve twin purposes, one, to provide a functional and vocational orientation to the management students by preparing them mentally and technically for their careers. The second aim is to provide a general management education based on humanities, social sciences and ethics. However, since the last decade the forces of globalization, deregulation, open competition, privatization and technological change that have made a profound impact on society and business should also affect the context in which business education takes place in the next decade. Furthermore, global businesses call for management talents with global decision-making and executive capability. The pertinent question in such a scenario is whether our management institutions are really grooming the type of managers required by the corporate or not. Thus it is very important to understand the expectations of corporate from business schools because these schools are almost like laboratories incubating the future managers who would lead our future organizations. Thus B-schools would need to introspect and re-examine the roles they are performing at present, and reorient their focus for a large perspective. The objective of the paper 'Reorienting Management Education to meet Corporate Expectations' is to highlight the current situation of management education in India and focus on the point that business schools should reorient their management education approach to enhance the competencies of their managers to meet corporate expectations.

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.

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