Post Graduate Management Education in India

2014 ◽  
pp. 204-219 ◽  
Author(s):  
Rituparna Das
Keyword(s):  
State Government ◽  
Education System ◽  
Professional Education ◽  
Central Government ◽  
Management Education ◽  
The West ◽  
Post Graduate ◽  
Technology And Innovation ◽  
Education In India ◽  
The Cost

There is no clear direction in the Constitution of India about how much of the cost of higher and professional education of a student the central government or the concerned state government would bear. There are no guidelines regarding how to improve the global rank of India’s professional education (e.g., management education), when judged by the parameters of relevance, standard, infrastructure, technology and innovation, and above all, the cost per student. In an emerging economy like India slogging to get rid of the age old problems of poverty, unemployment, rural underdevelopment and illiteracy, post graduate management education is a luxury commodity for a sizeable chunk of the population. In this context, this chapter covers how the post graduate management education system consisting of public as well as private universities and institutions are performing, being assisted financially and coming up with, inter alia, infrastructure, technology and innovation with comparison from a number of countries over the globe across the East as also the West.

scholarly journals Impact of Management Education on Skill Development: A Study of Alumni of Management Institutes in Kerala State

2015 ◽  
Vol 14 (4) ◽  
pp. 33-45
Author(s):  
Dr. V. Raman Nair ◽  
Mr. George K. Mathew
Keyword(s):  
Higher Education ◽  
Management Education ◽  
Master Of Business Administration ◽  
Employability Skills ◽  
Graduate Courses ◽  
Post Graduate ◽  
Education In India ◽  
Key Dimensions ◽  
Kerala State

Management education in India gained demand with the opening of the economy in 1991. Many institutes and colleges have come up since then to offer Post Graduate courses like Master of Business Administration (MBA) and Post Graduate Diploma in Management (PGDM) to the students. There is a widely prevalent perception among all stake holders that the quality of management education has been suffering, with only about 10% of the B-School graduates employable, which in turn has been attributed to the lack of employability skills among the B- school graduates. The study identified the key dimensions of employability skills perceived to be beneficial through a survey of alumni from the Kerala based management institutes. The set of higher education skills expected of management graduates, as per the Framework for Higher Education Qualification (FHEQ) in UK was combined with employability skills propounded by other researchers and assessed with 28 qualification descriptors under six dimensions for employability skills.  

scholarly journals Trends, Challenges and Quality Imperatives in Management Education in the State of Madhya Pradesh

2013 ◽  
Vol 1 (2) ◽  
pp. 226-235
Author(s):  
Anurag Dilraj ◽  
Robin Thomas
Keyword(s):  
Professional Education ◽  
Management Education ◽  
The State ◽  
Madhya Pradesh ◽  
Question Mark ◽  
Education In India ◽  
Multiple Challenges ◽  
Changing Times ◽  
Contemporary Management

Across the globe a degree in business management is highly coveted as it is perceived to open doors to opportunities and high-paid jobs and India is no exception. However, with the increased inclination towards gaining management degrees and a rapid increase in number of BSchools in the country a big question mark raises not only on the quality of management education and its relevance but also on the acumen of MBA aspirants and students pursuing MBA degrees.The top b-schools in India admit candidates through stringent selection criteria and then impart relevant and contemporary management education. On the other hand admissions in many other institutions are neither stringent nor rigorous and therefore the competency of pass-outs remains a question mark. Management education is facing multiple challenges in maintaining its relevance and keeping pace with changing demands of the industry. Although issues such as the quality of faculty and infrastructure concerns the entire academia but discussions must also take into consideration the quality of MBA aspirants, mushrooming B-schools and loop holes in regulation of professional education. The current paper aims at finding some of the important challenges andissues concerning management education in India in the changing times while discussing examples, lessons and insights from the state of Madhya Pradesh. The scope of the paper covers years from 2008 to 2012.The paper also discusses ‗Sallis‘ quality imperative model in educational establishments in Indian context.

MANAGEMENT REFORMS IN THE SYSTEM OF HIGHER AND POSTGRADUATE PROFESSIONAL EDUCATION

2016 ◽  
Vol 11 (2) ◽  
pp. 31-40
Author(s):  
NAZIK HARUTYUNYAN ◽  
AIDA TIGRANYAN
Keyword(s):  
Higher Education ◽  
Operating Systems ◽  
Education System ◽  
Professional Education ◽  
Bologna Process ◽  
Research Process ◽  
European Higher Education Area ◽  
Post Graduate ◽  
European Higher Education ◽  
The Bologna Process

The article reflects the reforms implemented in higher and post graduate professional education system in Armenia, aimed at founding and operating systems to facilitate integration into the European Higher Education Area. It presents the main issues and challenges that are identified in the research process, which meet the requirements of the Bologna process.

Rice Production in Punjab: Depletion of Water Resources and Environmental Problems

2020 ◽  
pp. 294-299
Keyword(s):  
State Government ◽  
Agricultural Development ◽  
Fruits And Vegetables ◽  
Central Government ◽  
Geographical Area ◽  
The State ◽  
Rice Production ◽  
Nutrient Loss ◽  
High Rate ◽  
Paddy Straw

Punjab has emerged as an important rice-producing state in the country. The state with 1.53 percent of the geographical area of the country produces more than 11 percent of total rice production in the country. The production of rice in Punjab increased more than 10 times due to an increase in area and yield. The growth of a rice crop at such a high rate over 20 years in Punjab is indeed a rare phenomenon in the history of agricultural development in the world. Due to extensive cultivation of rice in Punjab, the state has been over-exploiting the groundwater, more than its recharge. Most of the tube-well dominated districts of the state, witnessed the fall in water table more than 20 to 30 cm per year. To dispose of the paddy straw, the farmers of Punjab generally opt for burning it. This practice of burning of paddy straw besides nutrient loss is posing a serious problem for the public health and transportation system. Rice has now become a problematic crop for Punjab state due to its ill effects on its natural resources, that is, the water and soil environmental degradation. The Punjab Agricultural University experts and other committees estimated that the total groundwater recharge from all sources can sustain/support only 16-17 lakh ha of paddy in Punjab. The area under the crop increased to 29 lakh ha which was unsustainable in the long run. The area under rice in Punjab should be stabilized at 16-17 lakh ha and the remaining paddy area should be shifted to other crops like pulses, oilseeds, maize, fruits, and vegetables, etc. requiringless water, to achieve proper water balance. Thus diversification of some area from paddy is in the interest of Punjab farmers, State government and the Central government for long term food security on a sustainable basis.

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.

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