Gap Between Theory and Practice in Management Education

2018 ◽  
pp. 363-376
Author(s):  
Elona Garo
Keyword(s):  
Teaching Methods ◽  
Business Education ◽  
Business School ◽  
Management Education ◽  
Theory And Practice ◽  
Business Educators ◽  
Central Elements ◽  
The Right ◽  
Business Curricula

The gap between skills that students learn in the schools and the ones required by the market is still huge. Business school should create effective programs. Teaching methods which allow students to explore business issues and to learn and study from their experiences are very important if we want to increase student confidence. One of the central elements is the experience gained by practicing real cases and by addressing successfully the situation at hand. Business educators must play the role of facilitators who provide a proper environment to students to get the real experience, to reflect on it and apply in coming future. The right business curricula and pedagogy to provide it successfully are key elements to an effective business education.

Gap Between Theory and Practice in Management Education

2017 ◽  
pp. 264-277 ◽  
Author(s):  
Elona Garo
Keyword(s):  
Teaching Methods ◽  
Business Education ◽  
Business School ◽  
Management Education ◽  
Theory And Practice ◽  
Business Educators ◽  
Central Elements ◽  
The Right ◽  
Business Curricula

The gap between skills that students learn in the schools and the ones required by the market is still huge. Business school should create effective programs. Teaching methods which allow students to explore business issues and to learn and study from their experiences are very important if we want to increase student confidence. One of the central elements is the experience gained by practicing real cases and by addressing successfully the situation at hand. Business educators must play the role of facilitators who provide a proper environment to students to get the real experience, to reflect on it and apply in coming future. The right business curricula and pedagogy to provide it successfully are key elements to an effective business education.

Dilemmas for Business Education in the 1970’s

1971 ◽  
Vol 93 (2) ◽  
pp. 418-420
Author(s):  
John S. Day
Keyword(s):  
Business Education ◽  
Business School ◽  
Doctoral Programs ◽  
Management Education ◽  
Rapid Development ◽  
Business Managers ◽  
Educational Philosophies ◽  
Professional Business

The paper discusses the dilemma facing management education as a result of the historical inability of both business and university to define adequately the role of the undergraduate business school as compared with the programs for educating professional business managers. In turn, the rapid development of doctoral programs in-business and the role they play in a total management education structure has further confused the educational picture. The several formal educational philosophies for business are discussed against the current managerial needs of business as stated by executives. The trend toward developing all-encompassing schools of management which consider business as only one of the functions of society about which management education should be provided is reviewed. From this analysis a general forecast of management education at the end of a ten-year period is made.

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.

Entrepreneurship and Education – Similarities and Differences between Entrepreneurs, Managers and Leaders

2016 ◽  
Vol 41 (3) ◽  
pp. 0-0
Author(s):  
Agnieszka Postuła ◽  
Agnieszka Brzozowska
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching Methods ◽  
Management Education ◽  
Whole Process ◽  
Entrepreneurial Attitude ◽  
Similarities And Differences

The role of universities in shaping entrepreneurial attitude and skills is very important. So it is crucial for higher education to develop teaching methods, which will be helpful in this whole process and will allow to train the most valid competences. The following article is a discussion in which direction development of such a program of teaching could go and which elements of learning process are crucial for management education. In this study we based on interviews conducted with students from different years of studies, managers and alumni. We distinguished which competences are the most useful among managers, leaders and entrepreneurs and discussed methods of teaching.

scholarly journals The Practical Research of Project Teaching Method in the Teaching of Computer Specialty Courses in Universities

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Guanhong Zhang
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Rapid Development ◽  
Theory And Practice ◽  
Traditional Teaching ◽  
Practical Strategy ◽  
Traditional Teaching Methods ◽  
Computer Professionals ◽  
Computer Teaching

With the rapid development of computer technology, the society has higher and higher requirements for computer professionals. There are many problems in the existing computer teaching methods. The more typical one is the separation of theory and practice, which does not meet the current society's requirements for computer talents. . The application of project teaching method to computer teaching can effectively make up for the shortcomings of traditional teaching methods, effectively improve students' comprehensive ability, and greatly improve the efficiency and quality of college computer talent training. This article discusses the role of project teaching method in computer teaching in colleges and universities from multiple angles, and proposes the practical strategy of project teaching method in computer teaching.

scholarly journals Marketing as an Effective Control of Progressive Innovations

TEM Journal ◽  
2020 ◽  
pp. 1094-1099
Author(s):  
Gennady V. Tikhonov ◽  
Lyudmila A. Lavrova ◽  
Valeria V. Kolosova ◽  
Natalia B. Zemlyanskaya ◽  
Natalia V. Kazakova
Keyword(s):  
Focus Of Attention ◽  
Sales Promotion ◽  
Theory And Practice ◽  
Effective Control ◽  
Top Management ◽  
Technological Revolution ◽  
Customer Base ◽  
Central Elements ◽  
The Creation

The article shows marketing and innovation as the central elements of business that contribute to the creation and maintenance of a customer base. The theory and practice of the role of innovation in the modern scientific and technological revolution is considered. The forms of sales promotion by marketing services and sales departments by consulting companies are investigated. It is necessary that in conditions of high competition, the area of the marketing complex should be the focus of attention of the top management of the company.

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.

Reflection as a Process From Theory to Practice

2018 ◽  
pp. 1529-1539
Author(s):  
Sonia Bharwani ◽  
Durgamohan Musunuri
Keyword(s):  
Cognitive Abilities ◽  
Management Education ◽  
Theory And Practice ◽  
Self Awareness ◽  
Surface Approach ◽  
Approach To Learning ◽  
Theory To Practice ◽  
Surface Approach To Learning ◽  
Learning Focused

Over the years, the education system in India has been following a surface approach to learning which is characterised by lecture-based classroom teaching and rote learning. However, there is a growing clamour for intersection of theory and practice in the field of management education. A shift in focus from a teacher-centric approach to a student-centric, learning-focused approach is required. There are many learning models which enable students to develop their cognitive abilities and to learn from experience. Several of these models are based on the practice of reflection. Reflection as a process is meant to facilitate self-awareness in the context of practice. This research paper aims at understanding the significance of reflection. It also proposes to throw light on the practice of reflection as understood by students and the role of the instructor in creating a learning environment in which reflective learning is facilitated.

Reflection as a Process From Theory to Practice

2019 ◽  
pp. 129-141
Author(s):  
Sonia Bharwani ◽  
Durgamohan Musunuri
Keyword(s):  
Cognitive Abilities ◽  
Management Education ◽  
Theory And Practice ◽  
Self Awareness ◽  
Surface Approach ◽  
Approach To Learning ◽  
Theory To Practice ◽  
Surface Approach To Learning ◽  
Learning Focused

Over the years, the education system in India has been following a surface approach to learning that is characterised by lecture-based classroom teaching and rote learning. However, there is a growing clamor for intersection of theory and practice in the field of management education. A shift in focus from a teacher-centric approach to a student-centric, learning-focused approach is required. There are many learning models that enable students to develop their cognitive abilities and to learn from experience. Several of these models are based on the practice of reflection. Reflection as a process is meant to facilitate self-awareness in the context of practice. This chapter aims at understanding the significance of reflection. It also proposes to throw light on the practice of reflection as understood by students and the role of the instructor in creating a learning environment in which reflective learning is facilitated.

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