iit roorkee research paper

8/7/2019 iit roorkee research paper

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JIGYASA: A QUEST FOR KNOWLEDGE.

TOPIC: Education reform: bridge between

corporate and management education.

Submitted By:

Shama Parveen Neeraj Kumar

MBA 3rd sem. (2009-11) MBA 3rd sem. (2009-11)

LPU, Jalandhar LPU, Jalandhar


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CONTENTS

1. Abstract

2. Objectives

3. Introduction: evaluation of problems in Indian education system

4. Academic perspective towards management education in corporate

5. Research and development in Indian education.

6. Recommendation and possible solution towards bridging the gap.

7. References/bibliography


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ABSTRACT

In this paper, the growth of management education in India and the consequent development

of the sector are analyzed. The widening gap areas in the industry and associated education

sector are identified through this paper. The higher educational programs in India have grown

very rapidly to meet the needs of the explosive growth in both the management and technical

education but this growth is not in synchronization with the requirements of the industry due

to non-existence of collaboration and co-operation between the two. The professional

education in management in India and the higher educational degree programs are very

precisely focused on producing quality graduates with refined managerial skills. While the

corporate sector in India is in principle a service provider and a consumer market that mainly

requires for operation and maintenance related activities, as such the skills imparted by the

education sector are rarely utilized, which results in dissatisfaction among the managers fromeducation management. The academia has been conducted along with detailed discussions to

explore the reasons for this ever-increasing gap, ways and means to arrest this trend and

future course of action for the academia and the corporate sector to develop. A study related

to other emerging technical, managerial fields like computer science has also been made for

the comparison. On the basis of this extensive exercise outlined above, measures have been

suggested to bridge the gap between the education and the corporate needs of the

management sector. By adopting these measures our education sector shall be successful in

filling the existing gaps.

By adopting these measures not only our education sector will become more beneficial to the

corporate, but the corporate would also get the advantage of immense potential of young

graduates and the academic research. Indias economy is in the growing stage which is a

good opportunity for students from Indian origin and students from international arena as

well. There are a large no. of students (Indian and international students) approaching the

Indian universities. Education in India has achieved international standards and is there in

place since ages - the system known as Gurukul education system. The advents of


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Britishers in India lead our education system to redefine its major language of

communication the system adopted English to be its prime language. The advantages of

studying in India are very high as compared to other countries whether they are developed or

stronger in economy .India being a developing nation has a huge scope ahead in education

sector and India will play a major role in the development of other economies as well. India

being a best place to study has a many key points which attract everyone are as follows:

1. Low cost

2. Quality education

3. Facilities of Financial assistance for education

4. Consultation services

5. Uniquely defined courses

The advantages of education in India are utilised by both the people of Indian origin as well

as non-resident Indians, apart from people of foreign origin who use it as a platform to hone

their skills and move ahead with the world.


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witnessed an unprecedented growth in the last few years, however, the higher educational

degree programs are very precisely focused on producing quality graduates and management

professionals who have highly refined knowledge abilities and skills.

Unfortunately, those skills rarely get utilized in an industry that mainly requires managers for

decision making and strategy related activities. These conflicting interests of academia and

the industry are forcing them to diverge needs and not facilitate a university - industry

(corporate) liaison process. This article surveys this widening gap and suggests ways and

means to bridge this ever-increasing gap. The main reasons behind the current disparity

between the universities and the corporate is that the universities are generally governed by

foreign qualified faculty, who have all done their research and development work in the

Western developed countries where the research problems originated often by corporate

developmental needs. Such non-existent needs within the corporate in India are creating

islands where the universities are trying their best to prepare managers and professionals for

an R & D based environment and in actual practice, these well-educated and well-versed

students lose interest in the management studies rigor of these advanced university courses,

due to their non-applicability in the practical fields. They often request to revise the course

contents to make them more relevant to the local corporate needs. The requirements of the

corporate are generally technology oriented.

By introducing such changes in the curricula, the management education program would

change to a practical program. Having identified the bridge, methods should be suggested to

help bridge this gap. The solutions proposed in this study are based on an extensive survey of

the corporate sector and in-depth discussions with the corporate professionals, and academic

professors. The primary contribution of this work is towards the identification of a very

relevant issue within the higher education sector in India and towards providing a generic

framework for improving the university-corporate liaison within the management education.

The view of the academics which has evolved through many elaborate discussions is

summarized in the next section and the final section provides recommendations and

suggestions to arrest the trend of the corporate and education system and following different

paths of evolution towards a diverging future. These suggestions aim at bringing the practice

and teaching closer together for an enhanced and sustainable development of the corporate

culture in India.

Eight factors were identified where students failed (elements academia)


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1. Attitude : Every student must develop in him positive attitude. He / she should be

keen to learn and ready to work where job opportunities are available.

2. Business communication : Use of jargons and specific language should be used.

3. Grooming/personality : Leadership qualities and influencing personality should be

developed.

4. Corporate Exposure : This helps in bringing experience, decision making ability

along with practical knowledge.

5. Domain knowledge : Autonomous computer activity or in other specialized

discipline.

6. Sales and customer service : If one is at top level management and are asked to sell a

product than he/she should be able to sell it and satisfy customer.

7. Basic managerial skills : The skills which a management professional should possess

in order to justify his/her knowledge and ability.

8. Ethics : One should follow all the policies and rules made in order to maintain a

discipline in corporate.

These qualities lack in students and this leads to a gap between the corporate and education

system in context of the Indian system. The emphasis lies only on bookish knowledge rather

than on practical abilities. A student should be more concerned with practical knowledge. If

we take example of IIMS, IITS &top B-schools, the practical knowledge is imparted by use

of various case studies. Taking the example of US study curriculum, the main focus lies on

practical concepts from primary to higher education which leads them to be more efficient

and good in terms of decision making - they are able to accomplish the purpose. For ex: a

student after completing its master degree will approach to a job rather than continuing its

studies further ; they also have an option of doing PHD rather than doing a job which will

help them to do research and lead our country to be best at management education and to

bridge a gap between corporate and management education.


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Academic Perspective towards Management Education in Corporate

Many of the well versed academic professors believe that creative education is the foundation

on Enlightenment of future managers and who can formulate solutions to the problems are a

dire need of the day. The educators further add the importance of innovation and agree that

one must possess comprehensive knowledge and competence in the current sophisticated and

competitive world of management education which keeps evolving. Many educators agree

that their task lies in providing the correct fundamentals for their students which serve the

students over an entire length of their Career and since the technologies keep evolving, the

need to bring a education reform we have the capacity to self-learn the evolving technologies

as they progress in their career paths. The professors always stress the need to maintain an

undergraduate /masters degree program which allows the managers of education

management to pursue higher education in the advanced western countries and prepare

managers who can adapt and work not only in the service provisioning in a competitive

world but also in the design offices and in the R & D wings of multinationals.

The academics also argue that since human learning varies from person-to-person, the

universities should keep trying to produce quality Graduates of international standard and

who must adapt to their circumstances and company requirements. Often also, many young

institutions are trying hard to build small research groups within their universities which can

generate relevant research; they emphasize the need of managerial skills sophistication

among their students. However, there actually exists a big conflict of interest in terms of the

academics and the industry in terms of the result that needs to be extracted out of these

research teams. As emphasized earlier, there should be a practice to bridge the gap between

corporate and management education so the academics do not find benefits in collaborating

with the industry as it cannot provide the kinds of problems on which internationally

acceptable research can be undertaken.


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Research & Development in Indian Education

In India, during examinations students are gullible and they take advantage of exams and

memorize answers for the sake of examination and as they walk down the examination hall

they forget all that they have prepared few hours before. But when we examine and note the

similarities, difference and analogous with the Chinese education system, it is requires that

every student has to write one thesis paper in order to graduate besides other course

requirement papers and exams and one master degree student publishes at least one paper in

addition to their thesis. But in India except few top institutions like IIMS, IITS JNU, Delhi

university, no other institution focuses on the research aspect and thereby does not motivate

its students on the same. If we talk about the other countries which are being changed over

time so as to be stronger or more complete or more useful because of innovation they are

different in their approach because they are full of innovation and technology which made

them superior than the rest of the world not because they have natural resources or they have

exploited poor countries. China is moving up to 2nd position in research output after the

USA with 166205 documents where India secured 10th position with 38140 documents. This

proves that China invests huge money in its R&D sector which is about 1.80% of GDP and

USA invests 2.5% Of GDP on R&D. Further China is planning to spend 2.5%of GDP on

R&D. Mushrooming of engineering &management colleges in India day by day shows how

reforms in education (which are making setting up of such colleges easier everyday) are not

helping the students in long run.

Stude

nt

1st

Sem

2nd

Sem

3rd

Sem

4th

Sem

A 90 86 88 80

B 85 82 87 89

C 82 82 82 82

D 62 65 72 82

E 56 50 65 70


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The above graph shows the evaluation of students by %age system and grading system. A

student who study and get good marks in class such as a topper student (90%) but sometimes

the topper students get 80% , but again an average student gets 60% to 65%, and sometimes

an average student score 75% where the topper gets 85%. The capability comes of both the

students the average students have a good susceptibility of performance moreover the

frequency of average students has increased but the frequency of topper students frequency

has gone down and the quality of average students have increased. The evaluation of students

should be judged on the basis of standards set and not on previous performance. Thus it

should be evaluated on the basis of capability and hard work in current context.


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Recommendations and Possible Solutions towards Bridging the Gap

Whereas the education system within corporate and management education has seen a rapid

growth in recent years (thanks to the private sector universities and the aggressive promotion

of related management education by the government), these educational degree programs are

being developed on the western model of university degrees in our developing education

system to provide insight to education management . Most of the faculty involved in

curriculum development as well as the regulators of such Activities are governed by these

foreign qualified decision makers. Blindly following the western models cannot be an

acceptable approach in the long run in our local settings. As this would very severely widen

the gap between the requirements of the bridging the gap between the corporate and

management and the graduating students, and when these technically trained graduates do

not find job opportunities which match their skill set, they would start getting frustrated and

thus, their potential would go wasted.

It might even become a reality in a few years where masters in management in any field

are more in the demand by entrepreneurs who understand corporate finance, organizational

behaviours and human resource management instead of purely technical people with a strong

mathematical background. We would in the long run either need to tune the bachelors and

masters programs in management to provide more space for management related courses and

reduce the number of technical courses or start parallel programs. The education system in

India also needs to realize that having deployed the networks now, they do need Efforts to

generate local solutions to their problems, and reduce their dependencies. Since the corporate

would always provide very high cost solutions, and if these solutions are locally tackled, they

would reduce these costs tremendously and since the development of these solutions would

require highly refined management skills. These small solution providing groups within the

management would give a valuable chance to the highly management students to practice

their abilities and utilize the knowledge they acquired in their professional education. Thus,

in principle, there are efforts required from both ends to bridge the gap and the academics

need to understand the requirements of the industry and tune their courses to match the local

needs, and the industry also needs to put in some effort to develop small research and

development groups within their organizations to tap the full potential of the best technical

minds among the management education. The management education should promote the

good practices of top institutes to other tier II and tier III educational institutes so that the


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14. Sethi Nandita-Management Education & Corporate Governance: A case of India and

Pakistan-University of Management & Technology,Lahore,Pakistan

15. Indian Education: Development since Independence by Marmar Mukhopadhyay and

Madhu Parhar. eds. 1999: New Delhi, NIEPA and Vikas Publishing House Pvt. Ltd.,

p.276.

16.Reviewed by Karuna Chanana, Zakir Hussain Centre for Educational studies,

Jawaharlal Nehru University-Journal of Educational Planning and Administration,

Niepa,volume XII number 2 april 1999, New Delhi(India)

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