strategies in achieving excellence in business education a
TRANSCRIPT
TWO DAY NATIONAL LEVEL
Strategies in Achieving Excellence in Business Education
A Global Perspective
ON 22
DEPARTMENT OF COMMERCE
Seminar Proceedings
A P S COLLEGE OF COMMERCE
NAAC
N R COLONY, BANGALORE
U G C SPONSORED
TWO DAY NATIONAL LEVEL
CONFERENCE
ON
Strategies in Achieving Excellence in Business Education
A Global Perspective
ON 22ND AND 23RD FEBURARY 2017
ORGANISED BY
DEPARTMENT OF COMMERCE
Seminar Proceedings
A P S COLLEGE OF COMMERCE
NAAC RE-ACCREDITED ‘B’ GRADE
N R COLONY, BANGALORE
Strategies in Achieving Excellence in Business Education-
A P S EDUCATIONAL TRUST
(SINCE 1935)
A P S COLLEGE OF COMMERCE
NAAC RE-ACCREDITED ‘B’ GRADE
N R COLONY, BANGALORE
U G C SPONSORED
TWO DAY NATIONAL LEVEL CONFERENCE
Strategies in Achieving Excellence in Business Education-
A Global Perspective
ON 22ND AND 23RD FEBURARY 2017
ORGANISED BY
DEPARTMENT OF COMMERCE
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording and/or otherwise the prior written presentation of the APS College of Commerce and authors.
ISBN: 978-93-863300-7-9
• Information contained in this work has been received from respective research scholars/paper author/s.
• For information published herein. APS College of Commerce are not responsible. Authors are solely responsible for any damages arising out of use of this published information work.
Publication Team
• Dr. B Paramesh
• Prof. D M Mukanda Naik
• Smt. Srilakshmi V Kittur
• Dr. B S Sudha
• Mr. Venugopal K
• Mr. Sharath M R
• Smt. Chitra Satyanaryan
For:
A P S College Of Commerce. N R Colony, Bangalore-560 019. Karnataka, India
Printed at:
Dedicated to
Our beloved Founder
Sri. N Ananthacharaya
WELCOME TO
APS Educational Trust
Acharya Patha Shala Educational Trust (APSET) was started on 15th August 1935 and manages Eleven Educational Institutions from Pre-Nursery to Professional Colleges in Bangalore. APSE Trust believes that every individual from each strata of society needs education to fulfil aspirations. The Trust constantly strives towards the social need by inclusion and expansion of streams of academics in its institution and further commits to match infrastructure and technology for its effective enablement.
About the College
A P S College of Commerce is one of the oldest and most reputed colleges of Bangalore. It is a subsidiary of the famous ‘Acharya Pathashala’ group of institutions, founded by Late. Sri. N Ananthacharya in the year 1935.APS Commerce College, formerly a part of the ‘APS Arts, Commerce & Science College’, became an independent entity in the year 1986 to provide professional Commerce & Management education to students from South Bangalore. Apart from B.Com and B.B.A., the college also offers M. Com course. APSCC has carved a niche for itself as a much sought after college on the educational landscape of Bangalore. Our progressive Management, dedicated Staff, contemporary infrastructure and the proud students & their parents are the forces behind the success of our college. We have been re-accredited with ‘B’ grade. With an Internal Quality Assurance Cell to monitor quality and dedicated action teams for various other extra-curricular developments, the college is a force to reckon with for commerce education in Bangalore.
About the Conference
Business Education can contribute significantly to a re-awakening of this proud heritage and ensuring that our young learners have the skills, knowledge and capabilities to perform their full role in the 21st century. “Business Education enables young people to appreciate the interplay between modern society and its supporting economic, financial, and administrative structures by using models, techniques, and technology, and to understand and make informed judgements about aspects of society in local, national and international contexts. Business Education through Business Management, Administration and IT, Economics and Accounting makes a significant contribution to preparing young people for work and life through developing skills, including literacy, health and well-being, enterprise, financial literacy, global citizenship, communication, problem solving, and Information Communication Technology. This conference is a serious attempt to generate and pool in fresh ideas on how to achieve a continuing excellence in business education through workable & progressive strategies. Academicians, Scholars, Students and Industry leaders are invited to contribute their creative best to this unique initiative.
Office Bearers photos
Organising Committee
Chief Patron
Sri. T V Maruthi
President,
A P S Education Trust
Reception Committee Chairman: Organising Committee Chairman:
Prof. K P Narashima Murthy
General Secretary, APS Education Trust
Dr. B Paramesh Principal, APS College of commerce
Chief Advisor Organising Secretary:
CA Sri. A P Acharya Life Trustee, APS Education Trust, Chairman, Governing Council, APS College of Commerce
Sri. D M Mukunda Naik HOD of Commerce APS College of commerce
Advisory Committee: Conference Co-ordinator:
Dr. N Sanjeev Reddy Syndicate Member, BUB. Member, Governing Council APS College of Commerce.
Smt. Srilakshmi V Kittur
IQAC Co-ordinator Asst. Professor APS College of Commerce
Advisory Committee: Organising Committee Member:
Dr. Rayamane Professor, Dept., of Geography Bangalore University. Member, Governing Council APS College of Commerce.
Prof. I S Subramanya Department of Commerce
Dr. Sudha B S M.Com Co-ordinator
Mr. Shankar K Co-ordinator, BBA
Prof. Ramesh K
Department of PG
Editorial Board
Chief Editor
Dr. B Paramesh
Principal, APSCC
Editorial Committee Asst. Prof. Srilakshmi V Kittur Dr. Sudha B S
Asst. Prof. Bhagyalakshmi B L Asst. Prof. Divya B N
Asst. Prof Jayashree Chetan Asst. Prof.Leonard D Souza
Sri. T V Maruthi
President, A P S Education Trust
President’s Photo
Message
I am happy that our A P S College of Commerce is organizing a two day National Level Conference and bringing out a journal with an ISBN publication of the same. This journal with an ISBN publication will definitely help to showcase the different ideas and thoughts of the Research scholars and the young minds.
This is the need of the hour as the country is progressing in a lot of business activities with great hopes and aspirations not only at National level but also at the International level. It provides a platform for exposing the merits and academic investment of ideas of the scholars and authors. This would definitely create an impact on the minds of readers by way of providing larger visibility and dimension about the economic and commercial progress of the country. I hope that this journal will be a great motivation to all the authors, and the members who worked in bringing out the same. I congratulate the Department of Commerce for this wonderful academic endeavour
ALL THE BEST
Sri T V Maruthi
President
Prof. K P Narshima Murthy
General Secretary, A P S Education Trust
General Secretary’s Photo
Message
In the age of globalization, it is very important to set a platform for research scholars and young authors to share their ideas and thoughts on the issues of great concern and importance.
Ambiguity and complexity are the central features of today's Business Education. No one standard model of education can be imparted as the needs and requirements change. The choice between the modern flexible educational structures or the traditional teaching methodology is the argument put forth by many.
The ideas of Research Scholars and authors may give great inputs in promoting excellence in business education.
These novel and noble ideas are brought together in our journal for the immediate reference to gain best solutions.
I heartily congratulate all the Presenters and Members of this event.
Wish you Good Luck
General Secretary
Prof. K P Narashima Murthy
Dr. B Paramesh
Principal, A P S College of Commerce
Principal’s Photo
Message
I take this opportunity to extend you a warm welcome to APS College of Commerce, Bangalore,(APSCC) for the Two day National Conference on Strategies in Achieving
Excellence in Business Education- A Global Perspective Sponsored by UGC.
This is a proud moment for us to host this event as it gives us a chance to demonstrate our efforts towards development of research culture and facilities to promote innovations. Hence this organization is going to get another milestone by bringing out a journal with ISBN Publication.
APS College of Commerce, (APSCC) is one of the leading institutions in Bangalore, which has taken a giant leap forward in imparting quality education. Our vision is to serve the society, industry and all our stakeholders through value added quality education.
I hope through this platform of National Level Conference the attendees would experience the deliberations in sharing their novel ideas and solutions to the contemporary and emerging issues of Business Education.
I am confident that our team at APSCC would create a comfortable environment for the execution of activities and events taking place during the conference.
I wish you a very successful conference and hope you will experience a fruitful and exciting time while staying at APSCC.
Warm Greetings
Principal
(Dr. B Paramesh)
PREFACE
A UGC notification in September 2016 to organize a conference on the theme – “Strategies for Achieving Excellence in Business Education – A Global Perspective” paved way for the success of this Conference. With the unstinting support of our Principal and the management we set the ball rolling for the commencement of the conference. The commitment of both teaching and non-teaching fraternity, the support of students, and the encouragement from our management made it possible for the fervent response.
I am deeply impressed to present this publication with well researched ideas and thoughts of the academicians, scholars and professionals on the issues relating to the achieving of excellent Business Education with a global perspective.
These were the following sub themes:
• Impact of collaborative learning on Business Education.
• Significance of Problem Based learning on Business Education.
• Why learners think Business Education is important.
• Skills embedded in Business Education to increase employability.
• Modern innovative skills for achieving excellence in Business Education.
• Challenges in Business Education in emerging economics to face global competition.
• Role of English and Communication in Business Education.
• Role of Information and Communication Technology in Business Education.
• Global exposure to Business Education.
• Role of internal quality for enhancement of Business Education in Educational Institutions.
• Any other topics related to Business Education.
All this scholarly ideas are put in this publication for future references.
Best Wishes Sri. D M Mukunda Naik
Organising Secretary
Day One
Inauguration
Chief Guest CA. Sri. K Ravi
Vice President, FKCCI
Guests
Dr. M Muniraju,
Chairman and Dean, Department of Commerce, Bangalore University.
KEY NOTE ADDRESS:
Dr. D K Murthy
Professor, NITTE School of Management & Former Professor & Director,
Sheshadaripuram Institute of Management Studies
Day Two
Valedictory
Chief Guest Dr. M Ramachandra Gowda,
Professor, Department of Commerce, Bangalore University
Guests
Dr. Gopu Kumar
Joint Secretary, UGC, South Western Regional Office, Bangalore
Technical Sessions
SESSION:1 SESSION :2
22nd
February 2017 22nd
February 2017
Dr. Thimarayappa Dr. B H Suresh
Dr. Sathyapal Sharma Dr. Ashwathnaryan
SESSION :3 SESSION :4
23rd
February 2017 23rd
February 2017
Dr. B G Bhaskar Prof. H L Prasad
Dr. Subba Rao Dr. Sudha B S
CONTENTS
Sl.
No Topic Author Page.No
01 Challenges in Business Education in Emerging Economies
to Face Global Competition.
Ms.Soniya.S.
Prof. Prassana P
02 Strategies for achieving excellence in management
education in the current scenario.
Mr. Bharath Bushan.B
Prof. Sridhar. K
03 Role of English and Communication in Business Education. Ms.Archana Lokkur
04 Skills Embedded In Business Education To Increase
Employability
Ms. H S Lakshmi
Dr B A Karunakar Reddy
05 Employability Scenario of Management Graduates in
India– Issues and Challenges
Ms. Suvarna S
Ms. A Vaijayanthi
Ms. Parimala Kulkarni
06 Opportunities And Challenges Of Cashless Era On
Financial Institutions And Services
Dr. Munivenkatappa
Ms. Chaitra C N
07 A Study On Why Learners Think Business Education Is
Important? Ms. Sahana Hegde
08 Role Of English And Communication In Business
Education Ms. Asha K R
09 Creating Awareness And Development In Students For
Business Education
Mr.R Sathyanaryan
Mr. Vijay S Naryan
10 Skills Embedded In Business Education To Increase
Employability
Ms. Vijaylajshmi K R
Mr. Ranganath Swamy
11 Strategies And Policies For Global Competency In Business
Education With Special Reference To Indian Context
Ms. Meera V
Ms.Sunitha C.R
Ms. Vinatha B R
12 Trends, Issues and Challenges in Management Education
In Present Scenario
Dr. Munivenkatappa
Mr.Jagadish
13 Impact of Business Education on Learners Ms. Neelima B imbhorkar
14 A Study On Issues And Challenges Of Business Education
Of Digital India
Ms. Geetha H K
Ms. Hina Tabassum
15 A Study Of Technology Based Collaborative Learning In
Indian Business Education
Ms.Gayathri A
Ms. Prathibha G
16 The Role Of Communicative English In Business Education Mr. Rajesh Kumar
17 Why Learners Think Business Education Is Important??? A Sathyavathi
18 Role of English and Communication in Business Education Shilpa V
19 English and Communication skills embedded in Business
Education in increasing employability K R Prajwal
20
Use of innovative Skills in achieving Excellence in Business
Education
Ms. Sana Begum N
Ms. Suchita A Shetty
Mr. Mohammed Nadeem
Mr. Sagar K J
21 Essential Skills To Be Embedded in Business Education to
Increase Employability
Dr. S.C.Poornima
Ms. Vindhya N S
22 Role of Human Resource Management For Achieving
Excellence in Business Education Pooran S
23 Is Management Education Akin Business Education? - An
Exploratory Research
Mr. Kiran Anand
Mr. Santosh N S
24 Role of teachers in Business Education
Ms. Jayanandhini C
Ms. Sheela B S
Ms. Shwetha G R
25 A Study On Different Strategies For Teaching Business
Education Ms. Manjula Bhaskar
Ms. Madhura D
26 Role of Information and Communication Technology in
Business Education
Dr. Promad Gonchkar
Ms. Deepika S B
27 A study on “ICT Based Education for Literacy in India and
challenges”.
Prof. B Satyanaryan Setty
Ms. Vinutha S
Ms. Mandasmitha N
28 The Role Of Information And Communication Technology
(ICT) In Higher Education
Mr. Satish Kumar M
Mr. Manjunath H M
Ms. Deepa M
29 A study on Challenges in Business Education in emerging
economies to face global competition
Dr. S Oviya
Ms. Sindhu R
30 A Conceptual Study on the Role of Collaborative Teaching
on Embedding Employability Skills in Students Ms.Vidyashree C
31
Business Education in India – Issues, Challenges and
Suggestions
Jayaram A
Harish S
Anitha G
32
Modern innovative skills for achieving excellence in
business education
Mini Abraham
Sree Veena M R
Mahalakshmi A L
33 Impact of Excellence in Business Education among Rural
youth on Economic development. Ms. Priya
Ms. P Lalitha
34 Problems and prospectus of Commerce Education Ms. Smitha L
35 Role of Business Education in Promoting Entrepreneurship Prof.H L Prasad
36 Why Learners Think Business Education is Important Ms.Shalini S S
37 Challenges Involved In Business Education to Face the
Global Competition-A Study
Spandana Priya C S
Dr. Munivenkatappa
38. Global Exposure to leaders In Business Education
Sandhya Prashanth
Gayathri H
Swathi R Saketh
39 Role of ICT in Business Prathmia J
Gowri Hebbar
40 Sunanda
41 Nagaraj Patel
42 Business Education, Challenges, Benefits and Drivers of
sustainable tomorrow - A study
Mr. Yadunandana H.C
Mrs. Deepika M.
Challenges In Business Education In Emerging Economies To Face Global Competition.
Soniya.S. KTSV First Grade College For women Bangalore
**Prof. Prasanna P.
KTSV First Grade College For women Bangalore
Abstract The environment for most organization today is global complex, dynamic, highly competitive, and extremely volatile and is likely to remain so far year to come. In addition to these external conditions most organization are also facing several global challenges.
Business education offers a wide range of opportunities and is clearly one of the most successful types of education in worldwide terms of finding potential candidates. The potential attraction is higher, as a result of wide range opportunities that might appear after following such apathy. In this paper we aim to free the pulse of the students from the economic their changed perceptions due to the continuous dynamics of the business environment.
We strongly believe that the conclusion of one study can serve as a base for a series of action aimed at improving the education as process. Further implication should consist in better performance of the economy as a whole. We believe in synergy and in switching to more creativity into interactive and innovative education in which standard might continue to exist but they should be more flexible and studies sensitive. This way, the society as a whole would benefit.
Keywords: Business education, Career, educational process, employment, Labour and market.
Introduction:
Entrepreneurship has emerged over the last decades as arguably the most potent economic force ever experienced. With that expansion has come a similar increase in the fed of entrepreneurship education. The recent growth and development in the curricula and programs devoted to entrepreneurship and new-venture creation have been remarkable. The number of colleges and universities that offer courses related to entrepreneurship has grown from a handful in the 1970s to over 1,600 in 2005.In the midst of this huge expansion remains the challenge of complete academic legitimacy for entrepreneurship. While it can be argued that some legitimacy has been attained in the current state of entrepreneurship education, there are critical challenges that lie ahead. This article focuses on the trends and challenges in entrepreneurship education for the 21st century.
� Competing with Giants: Survival Strategies for Local Companies in Emerging Market.
As protectionist barriers crumble in emerging markets around the world, multinational companies are rushing in to find new opportunities for growth. Their arrival is a boon to local consumers, who benefit from the wider choices now available. For local companies, however, the influx often appears to be a death sentence. Accustomed to dominant positions in protected markets, they suddenly face foreign rivals wielding a daunting array of advantages: substantial financial resources, advanced technology, superior products, powerful brands, and seasoned marketing and management skills. Often, the very survival of local companies in emerging markets is at stake.
Strategists at multinational corporations can draw on a rich body of work to advise them on how to enter emerging markets, but managers of local companies in these markets have had little guidance.
How can they overcome—and even take advantage of—their differences with competitors from
advanced industrial countries?
a) Many of these managers assume they can respond in one of only three ways: by calling on the government to reinstate trade barriers or provide some other form of support, by becoming a subordinate partner to a multinational, or by simply selling out and leaving the industry. We believe there are other options for companies facing stiff foreign competition.
b) In markets from Latin America to Eastern Europe to Asia, we have studied the strategies and tactics that successful companies have adopted in their battles with powerful multinational competitors. Visit in Russia and Shanghai Jahwa in China; for example, have managed to successfully defend their home turfs against such multinationals as Compaq and Unilever. Others, including Jollibee Foods in the Philippines and Cemex in Mexico, have built on strength at home and launched international expansion strategies of their own. By studying these examples, managers of other companies from emerging markets can gain insight into their own strategic options.
� Global war of Talent
Global war for talent- The factors that impact it and organizations responses to it:
Using a comprehensive search of more than 400 contemporary academic and business press articles, the paper reviews relevant research and reassesses the “talent war.” We posit that the dominant approaches to the “talent war” based on a scarcity state of mind and action, often characterized by a tactical and exclusive top talent or “star” focus, are being challenged by the emergence of a more evolutionary paradigm. This new paradigm adopts more strategic, innovative, cooperative and generative approaches which we describe as creative talent solutions it also highlights implications for future research, teaching and development in the field.
• As the global economy expanded dramatically between 2002 and 2007, business leaders and human resource managers worried about the intensifying international competition for talent, the impact of not having the right people in place to lead.
• Confront business challenges; as well as employing ‘below-average candidates’ just to fill positions. Reflecting these concerns, Price water house Coopers, the 11th Annual Global Survey showed that 89% of CEOs surveyed put the ‘people agenda’ as one of their top priorities.
• Today, with an unprecedented global financial crisis, economic slow-down, and massive restructuring, “talent” remains a critical agenda item focused on the highest achievers: “As deteriorating performance forces increasingly aggressive head count
• Reductions, it's easy to lose valuable contributors inadvertently, damage morale or the company's external reputation among potential employees, or drop the ball on important training and staff-development programs.
� Conclusion
Rapid, complex and pervasive changes are occurring that will continue to impact labor and talent — both in terms of quality and quantity from unrelenting global demographic and economic forces to the increasing mobility of people and organizations, the business environment is more demanding and complex. There are knowledge-driven industry transformations as well as cultural changes — within businesses and in individuals' views on career life cycles. These require higher cognitive capabilities; extensive relationship management and leadership skills; and new human resource, development and career processes. There is a much wider diversity in culture, gender, working generations and modes of employment than ever before. These can be sources of advantage to be leveraged or conflict to be managed. Despite today's global financial circumstances, the capacity of organizations to attract, develop, motivate and retain talent will remain a critical strategic issue for the 21st century's knowledge economies. It will impact the ability of organizations to survive the crisis and ready them for eventual recovery.
� National competitiveness
• Competitiveness (2008–2009): is an important determinant for the well-being of states in an international trade environment.
• Economic Competitiveness is a political-economic concept that emerged in trade and policy discussions in the last decades of the 20th century.
• Competitiveness theory posits that while protectionist measures may provide short-term remedies to economic problems caused by imports, firms and nations must adapt their production processes in the long term to produce the best products at the lowest price.
• In this way, even without, their manufactured goods are able to compete successfully against foreign products both in domestic markets and in foreign markets.
• Competitiveness emphasizes the use of comparative advantage to decrease trade deficits by exporting larger quantities of goods that a particular nation excels at producing, while simultaneously importing minimal amounts of goods that are relatively difficult or expensive to manufacture.
• Trade policy can be used to establish unilaterally and multilaterally negotiated rule of law agreements protecting fair and open global markets. While trade policy is important to the economic success of nations.
• Competitiveness embodies the need to address all aspects affecting the production of goods that will be successful in the global market, including but not limited to managerial decision making, labor, capital, and transportation costs, reinvestment decisions, the acquisition and availability of human capital, export promotion and financing, and increasing labor productivity.
Competitiveness results from a comprehensive policy that both maintains a favorable global trading environment for producers and domestically encourages firms to work for lower production costs while increasing the quality of output so that they are able to capitalize on favorable trading environments. These incentives include export promotion efforts and export financing—including financing programs that allow small and medium-sized companies to finance the capital costs of exporting goods. In addition, trading on the global scale increases the robustness of American industry by preparing firms to deal with unexpected changes in the domestic and global economic environments, as well as changes within the industry caused by accelerated technological advancements According to economist Michael Porter, “A nation’s competitiveness depends on the capacity of its industry to innovate and upgrade.”
� What is Global Competition?
Growing up in America, all children heard of the story of Christopher Columbus: 'In fourteen hundred ninety-two, Columbus sailed the ocean blue. He had three ships and left from Spain; He sailed through sunshine, wind and rain…'. But more importantly than this story, his infamous thinking that the world is flat is the most notable. Maybe ol' Chris was on to something - what if he was right? Of course, he wasn't when it came to the physical shape of the world, but his theory does have merit if we think in terms of global competition in business.
Global competition is the services or products provided by competing companies that serve international customers. Think about how you can have a pie-eating contest or a race. These are examples of competition on a local scale where people are competing against one another for one common goal - the best in their core competency. Core competency is what a company does best. Global competition has allowed companies to buy and sell their services internationally, which opens the door to increased profits and flattens the playing field in business.
� Gaining the Competitive Edge
• Successful leaders recognize the need to adapt to the ever-rapidly changing ways to do business in the global environment.
• The leaders seek to build competitive advantages around the core competencies of the organization, while also reducing costs to conduct their business.
• These organizations also understand that doing the best they do is not always enough to be on top.
• In order to keep the competitive position in the domestic market, they will need to acquire knowledge of other key competitors in the global marketplace.
• They need to stay informed of other domestic and foreign competitor's potential strategies, as well as their competitor's strengths and weaknesses.
• Global competitors understand that with increased competition, new ways to differentiate their products and services need to be developed.
• One of the best motivations to innovate for a company is knowing that they can lose business to the opposing team.
� Challenges in the Global Market
• The result of successfully competing in a global market has its benefits, but it's not without its challenges.
• Companies are seeing that what works domestically, doesn't necessarily work internationally.
• Cultural differences play a large role in the global market, and there are a couple factors that companies must consider when competing globally.
The value of time in certain countries (i.e., Germany) is considered high and is seen as unprofessional if you are late to a scheduled appointment. Meanwhile, in other countries, such as in South America, the time of the appointment is more of a general guideline than a carved-in-stone absolute. Global companies understand the need to adapt to the country that they serve.
� Conclusion
Globalization is a very real phenomenon that is transforming the world economic system including
nearly all aspects of production, distribution and other business processes. With the emergence of a
new development model, particularly in the highly industrialised economies, knowledge and
information take on increasing importance. Thus, the era of globalization has tremendous
concomitant implications for knowledge, education and learning.
This paper has argued that one implication of this transformation is that a new system of knowledge, education and learning will include many components that do not exist in the current educational model. The new system of knowledge, education and learning should include the following ten key components.
1. A focus on abstract concepts; 2. Uses a holistic, as opposed to linear, approach 3. Enhances the student’s ability to manipulate symbols 4. Enhances the student’s ability to acquire and utilize knowledge 5. Produces an increased quantity of scientifically and technically trained persons 6. Blurs the distinction between mental and physical labor 7. Encourages students to work in team 8. Uses virtual teams around the world 9. Is an agile and flexible system and 10. Break the boundaries of space and time
In addressing the challenges posed by globalization, tremendous levels of cooperation are needed, between the public and private sectors, and between global, regional and national organizations. The Global Information Infrastructure Commission is making some headway at forging such a framework for global cooperation.
Other institutions like our Centre for Information Society Development in Africa and our academic partners in the Virtual Graduate Seminar are working on concrete models for utilizing advanced information and communications technologies to explore the boundaries of academic discourse. Further examples of the application of ICTs to knowledge, education and learning responses to globalization must be explored in concrete interdisciplinary, multi-institutional research studies. Institutions like CISDA, GIIC and others may make a significant difference in helping the world’s citizens reap the benefits of the Global Information Infrastructure and Global Information Society.
Reference:
• Harvard business
• Journal of International Management.
• The Global Competitiveness Report.
STRATEGIES FOR ACHIEVING EXCELLENCE IN MANAGEMENT EDUCATION IN
THE CURRENT SCENARIO
Mr. BHARATH BHUSHAN.B B.N.M. Institute of Technology
Prof. SRIDHAR. K Vijaya Bharathi Evening Degree College
Abstract:
The first full-time MBA in India started way back in 1957, with the establishment of All India Institute
of Management and Social Welfare, Kolkata and Delhi University then followed it in 1958. It is in
1960 when the foundation of the first Indian Institute of Management in Ahmedabad is laid. Since
then India has witnessed a gradual growth in the sphere of education, especially management
education in India has gained a lot of importance after the LPG (Liberalisation, Privatisation and
Globalisation) was introduced in 1991. The rapid growth can be witnessed in the form of number of
B-schools that have mushroomed up throughout India. Though management education’s progress can
be in terms of quantity, the problem lies in the quality of imparting education in these management
institutes. Every year thousands of management students pass out of which only few graduates finally,
will be able to get jobs in well paid companies since others lack the skills required to fit into the
company. The problem is seen more with the tier-II institutions where a standard syllabus is being
maintained which is totally irrelevant to the existing changes that are taking place in the industry.
This paper focuses on the present management education system that is present, the problems that are
being faced and finally to give certain suggestions which help in addressing the problems that are
being mentioned.
Keywords: Management education, B-schools, tier-II institutions, skills.
INTRODUCTION:
Management itself as a discipline has evolved from fundamental disciplines of philosophy, psychology, economics, accounting, computer science, mathematics, statistics and industrial engineering. Management education in India is predominately a derivative of western management thought and practice. In India, management education is seen as elitist. Often, young men and women are attracted to management education not because they need some education, exposure and experience to create something wonderful and hence useful to society but are usually motivated by the positive consequences associated with management education (Sanjeev & Dash, 2011).
The introduction of liberalisation, privatisation and globalisation during the year 1991 paved the way for drastic changes in the Indian economy. There was tremendous growth in various sectors which led to the increase in the demand for people with leadership skills to manage the business. So this development gave a major boost for the management education. Since then there is a lot of demand for the management education which can be seen in terms of number of business schools that have cropped up today.
Management education in India is not very old, after the establishment of the IITs, there was dire need for similar establishments in the field of management education. Thus came into existence Indian Institute of Management Ahmedabad (IIMA), followed soon after by one in Kolkata (IIMC). Starting with the establishment of 4 Indian Institutes of Management Calcutta (1961), Ahmedabad (1962), Bangalore (1973), Lucknow (1984), management education is now being offered as full time/part time MBA programmes by some leading universities in the country. The apex regulator for technical education - All India Council for Technical Education (AICTE) has revealed that there are 3644 Business schools in the country offering Master of Business Administration (MBA), while there are 308 institutions offering Post Graduate Diploma Management (PGDM) [1]. The statistics gives the
clear picture about the growing number of management schools in India. One of the main reasons for this phenomenal growth is the growth in the economy after the introduction of LPG which led to increase in demand for people with management skills. There was an increase in the number of students getting admitted to the B-schools. The college management saw this as an opportunity to make money by starting B-schools by making use of the existing demand which was there.
LITERATURE REVIEW
Sarita Chaudhary et al (2011) [2] are of the opinion that if management profession & practice are reckoned & molded as an "art" rather than as "science", its educational programming escapes the pitfalls of formalism, structure & standardization; creativity, flexibility, subjectivity, & the informality replace the conscripted mode of training & development in management. Adarsh Preet Mehta (2014) [3] has stressed on lack of corporate governance system in management institutes is one of the major reasons for fall of quality management education corporate governance has to be made a part of accreditation. He has concluded that Management education need to be holistic, targeted and customized with aim to remove the gap that exist between industry requirements and academic curriculum focusing on attitude, corporate awareness, grooming and developing managerial skills. Kumar K Ashok et al (2013) [4] has mentioned that the programmes offered by the universities and post-graduate programmes offered by the institutes of management to the young entrants do not offer the participants sufficient "hands on" experience. Only during the summer, when they take up a job in an organization, do they have any field experience.
Sanjeev Kumar et al (2011) [5] has concluded that management education need to be holistic, targeted and customized with aim to remove the gap that exist between industry requirements and academic curriculum focusing on attitude, corporate awareness, grooming and developing managerial skills. Margaret MacNamara and et al.(1990) [6] emphasized on action learning in management education as management institutes are often criticized for focusing more on theory and on quantitative analysis while neglecting interpersonal relationship and quantitative finding. It is often stated that management education should be experience-based, active, problem oriented and modified by feedback and action learning serves the purpose. Gautam G Saha (2012) [7] has concluded that we are in third millennium; India’s Management education is undergoing a major transition. Internationalization, cross cultures, strategic alliances, partnership & mergers are the new trends in management education. But Compared to US & Japan where do we stand? One of the important reasons of Japan’s Climbing to the top ladder of Industrial world is that they believe in “developing people before developing products,” Indian management education has to think in this direction.
OBJECTIVE
The main objective of the paper is to highlight the problems that are present in the current management education and to suggest strategies that are to be introduced in order to make the syllabus and teaching of management education more relevant to the dynamic business environment.
OVERVIEW OF MANAGEMENT EDUCATION IN INDIA:
Management education in India is in the changing phase. The two current developments sweeping India, i.e., liberalization & globalization have had a considerable impact on management education. Today there are 3000+ B- Schools in the country, spread over in different states of India, depicted in the following table:
Growth of B- Schools in India during 1950 – 2006. Sr.No. Period No. of B-Schools added Average Annual Addition
1 1950-1980- 30 years 118 04 2 1980-1995- 15 years 304 20 3 1995-2000- 05 years 322 64 4 2000-2006-06 years 1017 169
1761
Source: Dayal Ishwar, ‘Developing Management Education in India’, ‘Journal of Management Research’ 2 August 2006 P.101.2002. (The figures attributed for 2000-2006 as per AICTE data)
Number of MBA Institutes
Number of MBA Institutes
Region State District No Of MBA/Other Institutes
Chhattisgarh Total 27 Gujarat Total 131
Madhya Pradesh Total 214
Central Total 372 Assam Total 6
Jharkhand Total 8 Orissa Total 79
Sikkim Total 1 West Bengal Total 56
Eastern Total 150
Delhi Total 21 Haryana Total 157
Himachal Pradesh Total 13 Jammu and Kashmir Total 11
Punjab Total 138
Rajasthan Total 137 North-West Total 477
Bihar Total 16 Dadra and Nagar Haveli Total 1
Uttar Pradesh Total 460 Uttarakhand Total 50
Northern Total 527
Andhra Pradesh Total 943 South-Central Total 943
Karnataka Total 210 Kerala Total 68
South-West Total 278 Puducherry Total 6
Tamil Nadu Total 391
Southern Total 397 Maharashtra Total 417
Western Total 417
Grand Total 3561
Source: AICTE Hand Book, Year 2013-2014
All these B schools are approved by All India Council for Technical Education in various categories, including IIM’s, University departments and Autonomous institutions.
PRESENT STRUCTURE OF INDIAN MANAGEMENT EDUCATION
The present is as follows, it is divided into six categories.
1. Indian Institute of Management (IIMs) setup by government of India. 2. University Departments of Management studies, distance, correspondence & part time courses as
well. 3. Colleges & institutes affiliated to universities. 4. Private or Govt. Institutes approved by All India Council for Technical Education (AICTE). 5. Private Institutes or colleges not affiliated to any universities are not approved by AICTE. 6. Private colleges or Institutes offering MBA courses in India in collaboration with foreign
universities where degree & diploma certificates are awarded by the foreign universities [8].
Now a days, learning has become students centric. Branding has accelerated the management education. Top B-Schools are continuously changing the contents & delivery modes. It is equally imperative to Indian B-Schools to strive continuously to make management education context specific. But the present proliferation of B-Schools raises a serious question on the quality of management education. Where will this proliferation of B-Schools leave the country? What will be the quality of managers which are produced by these B-Schools. This sudden proliferation has led to a considerable decline in the quality of management education.
The best in India is not the best internationally. The IIMS particularly Ahmedabad, Calcutta, Bangalore, Lucknow consistently have been ranked among the top by almost all surveys. These B – schools are ranked in India & Asia – Pacific, but when they are compared to global rankings, they fail to appear in top 100 B – Schools in the ranking surveys of Business week, Financial times & Forbs. Even Chinese B – schools figure among the first 40 in these surveys [9].
ISSUES RELATED TO MANAGEMENT EDUCATION IN INDIA:
There are many issues relating to management education in India which is should be identified and addressed as early as possible to ensure that quality students are produced who can serve better to the organisation and in turn contribute the society. Some of these issues are:
1. “Preach-Practice” gap 2. Limited Industry-Institute cooperation 3. Quality of the faculty 4. Faculty development programme 5. Changing role of institutes 6. Accreditation of institutions 7. Value orientation of business management graduates 8. Admitting students with work experience
STRATEGIES TO OVERCOME ISSUES RELATED TO MANAGEMENT EDUCATION
1. Closing in the “Preach-Practice” gap
B-Schools are expected to teach new ideas in management. Issues such as Business Process Reengineering (BPR), Total Quality Management (TQM), employee involvement, elimination of non-value added activities and activity based costing are not being practiced in majority of the B-Schools. So it is very important for the faculties to internalize the concepts and also try to implement the concepts which are being taught in the classrooms practically in the institute which serves as an example for the student. There is lack of conviction. A better approach for B-schools is not only to engage in corporate assignments but also to try out these ideas by bringing in “in-house” changes.
2. Enhancing Industry-Institution cooperation
It should be very clearly understood that business management education is for business. There is no other way of looking at it. So the cooperation between the industry and institution is very much vital for improving the quality of students who will be able to have a real time experience of the working of the industry. The industry has to give up the short term, profit-oriented approach, when it comes to cooperating with the institutions. The institutions, on their part, have to create new systems to meaningfully accommodate the industry-institution initiatives. The industry should come forward to provide adequate support for case writing and absorb business school faculty for six-month and one-year assignments. These assignments could be used by the industry either for training their executives in modern concepts or for project-oriented, problem solving initiatives. Business schools, on the other hand, should put in place a mechanism of getting their faculty in corporate sectors once in 4-5 years or else academicians will be out of sync with reality.
3. Quality of the Faculty
Quality of the faculty is one more area of concern in today’s management education. Because of sudden increase in the number of management institutes, there was a huge demand for the teaching faculty. So in order to fill up the positions majority of the institutes did not give importance with people from industry background or with some research background. A Post graduate degree was sufficient to fill the vacancies. The faculty members without industry background will not be able to relate the theoretical concepts with the industry. They will only be able to explain the theoretical concepts present in the textbook. So this leads to the compromise of quality in teaching. So it is very important to take people with some industry background who will be able to relate the theoretical concepts with the real industry scenario.
4. Faculty Development Programmes
Faculty development programmes (FDP’s) are one of the ways by which the teaching quality of the faculty is improved. Nowadays many FDP’s are being conducted in almost all the B-schools which lack quality since they are being conducted to ensure that they meet the criteria for accreditation which has become a buzz word with almost all the educational institutions. But those FDP’s lack content as well as quality. So it is very important for the B-schools to conduct such FDP’s which really concentrate on the content which are highly relevant to the existing needs as well as the quality which will benefit the teaching fraternity who in turn will be able to disseminate the knowledge gained out of such quality FDP’s.
5. Changing role of institutes
The role of the institutes should also change according to the changes taking place in the market. Benchmarking should be done with some of the best institutes so that some of the best practices being adopted at such B-schools can be inculcated to improve the standards of teaching. The institutes can also have a Memorandum of Understanding with the industries to bring the two sides emotionally and strategically closer. The curriculum should be made more flexible so that a student could, if required, work in an industry instead of doing some courses. The institutes should encourage the participation experts from the industry in curriculum development. This ensures that latest relevant concepts are being added in the syllabus which helps the students to keep abreast of the latest developments in the industry. Institutes should encourage part time faculty from the industry so that the students as well as the institute are full aware of the latest developments and requirements of the industry.
6. Accreditation of Institutions
Accreditation is the buzzword at most of the management education conferences nowadays. In 2013, accreditation was made mandatory for all educational institutes through an executive order, after the
Ministry of HRD could not get a law to that effect approved in Parliament. The executive order also showed an incredible rise in the number of applications for accreditation last year when annual request surged from 800 to nearly 3000 at the National Assessment and Accreditation Council (NAAC). So there is a huge stress on NAAC to give accreditations to the colleges. Since, the numbers are too high the NAAC body will not be able to concentrate fully on all the colleges of having met the criterions which finally will end up in giving accreditations for those colleges who have merely met the criterions because of paucity of time in checking with all the colleges. So this issue can be addressed by setting up a separate accreditation body for the management education within the NAAC body which totally focuses on the accreditation of management institutes. So this ensures that the quality is not being compromised by any of the institutions.
7. Value orientation of business management graduates
Most of the B-schools faculties see their role as one of imparting knowledge and developing skills, and not one of value-inculcation. High pressure atmosphere in premier B-Schools and the relative grading system practiced by some of them reinforces the self-centered and mercenary attitudes of the students. It is very important that the business educators reflect on the likely damage that will be done to Indian society if people with amoral and self-centered attitudes occupy positions of leadership.
8. Admitting students with work experience
Students, who come for the MBA programme, must have prior work experience. If they have a few years work experience, they can relate concepts to real life situations much better. In most institutions, a larger proportion of students are without work experience. Either organisations should sponsor their employees or they should give preference to people with work experience. The institutions must insist that anyone joining the MBA programme should have minimum three years of work experience in a managerial or supervisory capacity. A person who has worked for some time will have a greater clarity in his mind as to why he is doing the course and relate concepts and techniques to real life situations. This appears to be the case in most of the institutions abroad. There needs to be a dialogue between industry and academia to evolve a programme which, in the long run, ensures that candidates benefit the most from the programme and the organisations also derive benefits.
CONCLUSION:
So as being discussed in the above paragraphs so many of the issues is being highlighted and at the same time some possible suggestions are also mentioned to improve the quality of management education. If the present trend continues with the management education then definitely the future of it looks very bleak. So all the management institutes should gear up for the changes that need to be introduced in terms of curriculum, pedagogy, and many other aspects of the management education so that more number of students do come and join the management courses who become the best managers with good conceptual, analytical and technical skills who would contribute to the development of the companies and in turn would continue to become good citizens with values who would serve the society through their company’s corporate social responsibility initiatives.
REFERENCES:
[1]http://www.indiaeducationreview.com/news/total-3644-approved-b-schools-india-aicte retrieved on July 18, 2014. [2] Chaudhary, Sarita et al., (2011) Emerging Issues in Management Education in India. VSRD
International Journal of Business & Management Research, 1(3). [3] Mehta Adarsh Preet., (2014) New Paradigms in Contemporary Management Education in India. Indian Journal of Research, 3(5).
[4] Kumar k. Ashok, Rao Bala Nageswara and Mohan j. Madan., (2013) Management Education in India, Role of the Institutes of Management, Past, Present and Future Trends. Journal of Educational
Research (Jer) 1(1), 1-16. [5] Kumar Sanjeev, M. K. Dash., (2011) Management Education in India: Trends, Issues and Implications. Research Journal of International Studies;(18). [6] MacNamara,M., Meyler,M.& Arnold,A.,(1990) Management Education and the Challenge of Action Learning, Higher Education, 19(4), 419-433. [7] Saha G Gautam.,(2012) Management Education in India: Issues and Concerns. Journal of
Information Knowledge and Research in Business Management and Administration, 2(1), 35-40 [8] Rao S.L, Report of the working group on management education formed by National Knowledge Committee, 2005 [9] Vipin Gupta, Kamala Golakota, Ancheri Sreekumar, Quality in Business education: A study of the Indian context, A paper presented at conference held at Atlanta 7th Nov. 2003
ROLE OF ENGLISH AND COMMUNICATION IN BUSINESS EDUCATION
Archana P Lokkur
Surana College, Bangalore [email protected]
Lord Macaulay is dead! English is still read!
British colonial strategy was not to govern millions of Indians only in blood and color but English in taste, opinions, morals and intellect. So, to break the integrity, Indian Guru Kula system of education and Sanskrit domination was discouraged. Western Education system was introduced; Indians were made to believe that English language, western ways can refine and help India grow and develop. The scenario is similar in all the British colonies in world. Indians tumbled but fortunately held on greatly to their culture. Post colonization, English is either the first language, second language or used as a foreign language. Today, English is the Lingua Franca, life blood of communication. Comparatively, English speaking countries are liberal and sought after hubs for business. Unless interested in learning the linguistics aspects of the language, an average vocabulary and fluency, along with knowledge of business policies, ethics and managerial abilities; business schools can create smart, intelligent students who can communicate in English for good profits not only in terms of money, but in terms of business satisfaction. This article discusses the challenges that are being faced by the Business Schools in India with respect to communication in English. A few strategies are suggested to facilitate students to enhance their Communication skills in English.
Key words:
Communication skill, Business ethics, culture, globalization, versatility.
Today’s ‘Global Village’ has seen development since the barter system era to booming business world. Britain Queen Elizabeth I, monopolized East India company and exploited, conquered, subjugated their newly formed colony in India. East India Company extracted resources, established trade and commerce in India. Since then India has undergone metamorphosis in business to today, being the 6th largest Economy in the world.
Industrial Revolution around 1760 – 1820, that began in England catalyzed all British colonies to pick up and establish English language as the language for world trade. Post World Wars, its United States of America which is the largest English speaking country and a big business hub. English speaking countries adopt specific key market policies to maintain, manage and monitor business and business ethics.
Most of the Europeans, non-English speakers migrated to America. English was not the most widely spoken language then in America. But in course of time, to build a strong nation, America accepted and used English. English language is growing. More and more number of non-English words are being added into the dictionary making it more and more user friendly after Dr. Samuel Johnson’s first dictionary.
Role of Language: To have another language is to possess a second soul.
India is a land of diversities and strong language skills are the strength that will enable effective communication. A major part of a human being is the language which he or she is able to express. Knowing languages more than one is any day rewarding as one gets to know the other peoples, culture, practices that can be used to our benefit. A personality develops with the language because the mannerisms, culture, a way of expression specific to that language will be imbibed along with the language.
A language develops through many generations and is not a creation of one person, period or
place.
Post-independence, in India, ‘English language’, the language of the colonizer, has been accepted so much that it is the second national language. If not for the change in system of education, medium of instruction, from Guru Kula system to Western Education in English, India perhaps would not have seen development and growth to this level that it has a representation on the global stage. An important point to be noted here is that, though Nepal, Bangladesh, Burma, Pakistan too were British colonies, they have failed to pickup and use English language as much as the Indians. Hence these countries are still developing and are not popular in the Business World. It is perhaps the hard work of Lord Macaulay and our honorable first Prime Minister Pundit Jawaharlal Nehru’s conviction in western education system, that India has flourished in the world and a sought after country for business today. It is a good prejudice for the Indians to believe that the nation’s prosperity depends upon learning, speaking, reading and writing in English language. Slowly but steadily, the number of people studying in English medium schools have risen greatly. English is our major window to the modern world said Pt. Nehru.
“He who knows no foreign languages knows nothing of his own.’’ Johann Wolfgang von Goethe
Though hardly 10% of the total Indian population speaks and understands English language, it has helped the interested citizens to develop better cognitive skills. Most colonized countries too picked up English language and used it as their first language as in the case of Australia, second language as in the case of India or at least as foreign language in others thus creating a large market for exchange of thoughts, business and in all other walks of life. Globally accepted English language is a boon for communication and Business establishments.
Some countries have retained educating their citizens in the regional language yet have entered the world market by using the lingua franca. For trade, business and commerce within their territory, regional language will be used and beyond the frontiers, the globally accepted language for the business will be considered. Sweden, Germany, Japan, Thailand, France, Finland, Italy, Egypt and many countries that are following this method and are also visible in the business but not prominently. Many studies confirm that Japan, a fast growing country has mandated learning English language only to enhance its strength in business. English language trainers are in great demand in Japan and the country has adopted an English corporate language strategy. A conservative island country Japan has considerably contributed and established itself on the map of the business world. Though it is clear that language and communication are two completely different entities for success in business, in India, English Language and communication in English are crucial for Business.
In over 100 countries, English is taught as a foreign language such as China, Russia, Germany, Spain, Egypt, Brazil, Poland etc., and soon business schools will displace native language with English.
A language is important as the usage and in depth understanding of it improves the scholarship making it proverbial and idiomatic during conversation. This will add deeper hold on the language, thus enhances worldly knowledge and experience. A language enables better understanding of any aspect by giving clarity through explanation. The pros and cons are discussed and thus a language adds more meaning and color to the aspect. A language builds the society, personality and makes way for evolution of thought. It introduces the user to the culture and builds relation among the past, present and the future.
Role of Communication: The art of communication is the language of leadership
On the other hand, with respect to any language whether verbal or nonverbal, communication is the life blood of business. Communication is a process in which the sender encodes the thought and chooses an appropriate medium to pass on the information to the receiver who decodes it and
responds accordingly. There can be problems at any stage in the process of communication. The effectiveness of communication depends upon the credibility which builds trust, courtesy to improve relationships, clarity to make comprehension easier, correctness to build confidence, consistency to introduce stability, concreteness to reinforce confidence and conciseness to save time. At work place, communication happens during meetings, seminars, conferences, workshops, group discussions, presentations, panel discussions, podium talks, on various topics. Mostly communication is to inform, organize, plan, suggest, warn, motivate, inspire, create awareness and again the purposes can be many.
Importance of English language in Indian Business
Language English and communication in it is inevitable for Indians today to connect officially and also outside the formal environment. To break the barrier between multi-culturalism, multi-lingualism at school, college, work place; whether it is for teaching, conferencing, training, meeting or presentation, English is the key tool to express. English language is crucial for employability. Today in India, English speaking is a way of life which gives an edge over the other competitors. Compared to the neighbouring countries, India is forward in Medical Transcription, Business Processing Organizations (BPO) because of the fluency and ability to communicate in English. This has increased employability in India. Speaking English language fluently grooms the identity of an individual and will be most eligible to be a leader. It is important to have both oral and written communication skills to succeed as a sought after manager or employee.
The British Council is the United Kingdom's international organization for educational opportunities and cultural relations. Its English language centers located in Chennai, Kolkata and New Delhi offer general and business English classes, specialized skills based programs and young learner courses. The British Council is recognized across India as authority to enhance English language abilities and its certification carries high value for an aspirant. They offer a range of specialized projects in arts, education, English language and society to audiences across India and more than 100,000 members. They also provide access to English language training and learning for both students and teachers.
Why is communication in English important?
Multinational Companies are switching to English as the common corporate language. Companies like Samsung, Microsoft, SAP, Airbus, Daimler-Chrysler, Nokia, Renault to name a few, are communicating in English to enhance diversities and challenging business endeavors.
Globalizing of tasks and the competitive pressures to sell and buy to diverse customers, suppliers and other business partners compels companies to essentially adopt English language. With the global language, Purchasing and hiring of resources gets easier, makes way for better decision making, and enables to set uniform standards. Merging and acquisitions in business are easy where intense attention can be paid to nuances. Communication is the articulation of thoughts which is a great aspect of leadership which should be logical and clear.
Many of the state orders are in English today. With wide availability and access to web, networking and online facilities, India surely is zooming towards digitalizing the nation. The Government of India initiated e-procurement and internet enabled business. Among 6,ooo languages, more than half of the world speaks only 10 of them and English is the most dominant of these ten languages.
Business Schools
English is the global language which is the de facto language of choice of people on the earth for communication.
English plays a central role in this "globalization" and it has become the de facto language of choice for communication between the various peoples of the Earth. In the Indian Institutes of Managements too, double weight age is given for honing communication skills along with specializations like Human Resource, Finance, Marketing, Production etc. To manage and administer any subject or topic, there is need for communication skill. In IIM, English Language skill development is important and mandatory. Even in the forth coming semesters, it can be opted as an elective. Beyond this, to improve upon English speaking skills, Business schools may include recreational, innovative games and brainstorming sessions.
General English for conversation, Textual English, English literature and Business English are some of the dimensions that are used. English knowledge is a must for studying abroad since many decades. Business school students can enhance their communication skills by religiously following few activities.
Understanding that textual language and business language are different is the first step jump in to learning to learn English language. A business Educational institution does teach topics such as finance, human resource management, information systems, accounting, administration, strategy, economics, entrepreneurship, logistics, organizational psychology, organizational behavior, public relations, research methods and many more.
Business schools can introduce mercantile terms to enhance vocabulary along with the prescribed syllabus. The students must also be honed to use proper grammar to communicate correctly. We must keep in mind that English is the language of Business in India and not of the people hence, extra serious effort needs to be taken to teach at business schools. National schools like Indian Institutes of Managements or regular bachelors’ and masters’ degree in Business Administration and Management, are most preferred courses today as it is investing in the future of the nation. To use English language daily, students need an environment where they listen to and respond. Language enhancement cannot happen within the four walls of the classroom.
Listening to news in English on national radio and television, reading the newspaper, magazines, reading aloud articles, watching videos, films (in English) will enhance listening skills of the students. Next in line would be to speak and use the vocabulary grammatically in a circle which responds appropriately. The next level of communication enhancement classes at business schools can concentrate more on spoken practice sessions for example telephonic or face to face conversations, group discussions, podium talks, prepared speech sessions, pick and speak, extempore, panel discussions with moderators, paper presentations and through innovative games.
Reading aloud is another activity to develop fluency and reinforces the sounds clearly. Writing is the best way to put into use the learnt language. Regularity in following LSRW activities will soon improve communication skills and increase confidence level. IELTS – activities have proven to improve English language communication skills in India. Students undergo training and benefit for their further studies and in corporate sector. Though proverbial and idiomatic expressions are not required, general fluency to convince and benefit in business can be the way to educate at business schools. In any sector for example, corporations, non-profit organizations, health care fields, government or non-government and any other business, Communication in English is important.
After basic LSRW is fluent, then important aspect is the nonverbal skill that includes kinesics, Proxemics, chronemics, semantics and personal presentation.
In order to enhance written communication students can begin by report writing, activities to analyze data, graphs, reviews; to write business letters, resumes, covering letters, taking notes, etc.,
Through innovative communication technology, English language laboratory can be set up to give intensive practice on computer systems. To create an environment and ambience in which students
keep on listening, speaking, reading and writing in English language is best to help students build confidence and step out for higher studies abroad or enter corporate houses.
A popular saying ‘The sun never sets on the British Empire’ was true then as Britain had colonies all around the world but today too it is true through British Language that is the world’s language – the English language, key for success in business world.
Bibliography
Christene Kenneally, The first word: The Search for the origins of Language. Viking, 2007 David Crystal, English as a Global Language, 2nd edition, Cambridge University Press, 2003 Everyone communicates, Few Connect: What the Most Effective people Do Differently, Hardcover – March, 2010 www.britishcouncil.org www.importanceoflanguage.com www.icr.org/article/mystery-human-language/ www.ecsscotland.co.uk www.teachingenglish.org.uk www.ielts.org Books
• Development and Communication in India by G N S Raghavan, Gian Publishing House, New Delhi
• Modern Teaching of English by Nayyer Shamsi, Anmol Publications Pvt. Ltd., New Delhi.
• Developing Communication Skills by Krishna Mohan, Meera Banerji, Birla Institute of Technology and Science, Pilani, Rajasthan.
• Teaching Communication by S K Pandey, Commonwealth Publishers
• Communications in Modern Society by Wilbur Schramm, Surjeet Publications
SKILLS EMBEDDED IN BUSINESS EDUCATION TO INCREASE EMPLOYABILITY
Smt. Lakshmi. H. S PES Degree college, Bangalore. [email protected]
Dr. B. A. Karunakara Reddy AIMS, Peenya Industrial Estate, Bangalore
ABSTRACT:
INTRODUCTION
Business education is about facilitating learning of job-related behaviours in order to improve individual and corporate performance. The study is significant as there is a need to look at the employability skills development efforts and recommend ways to help them create the employable graduates. This paper aims to understand the significance of skills and competencies with employment
OBJECTIVE OF THE STUDY
The objective of this paper is to focus on some of the skill sets required under a global market environment, and to provide a generalized view of the focus, strategies and procedures that are essential for reforming business education
RESEARCH METHODOLOGY
Exploratory research is used. A mixed method approach was followed for investigation, which included self-completed questionnaires, focus group interviews, and possible secondary sources like Journals, Magazines, Internet and Newspapers was referred to know the skills embedded in business education to increase employability
FINDINGS:
The result shows that a gap exists in terms of ensuring that the needs of industry are met by the ongoing skills development of the workforce. The study revealed a clear understanding of the factors in business education that govern the relationship between the Skills, Competencies and Employability.
SUGGESTION:
In order to fill the gap between industry and business education the following interventions are desirable Employer involvement and engagement in higher education through particular programmes, Employability skills embedded into the mainstream curriculum, Assessment practices should link to employability skills, Include Personal Development and Planning modules.
CONCLUSION:
Result of the research will create awareness amongst the HR professionals and business educators. Academicians and professionals both needs to commit themselves toward skill initiatives and should work toward developing skills that would equip students with marketable competencies.
Key Words – Business education, embedded skills, Competencies, Employability.
INTRODUCTION
In a world characterised by uncertainty, if universities are to ensure that their graduates can not only cope with change but drive it, then they must regularly review their understanding of the skills needed by their stakeholders and how they can best develop this skills set in their graduates.
Business education is about facilitating learning of job-related behaviours in order to improve individual and corporate performance. The scope of this paper is to focus on some of the skill sets required under a global market environment, and to provide a generalized view of the focus, strategies and procedures that are essential for reforming business education
There is a growing awareness among the people about the importance of higher education in providing the innovation and creativity for the development of a knowledge-based economy in an increasingly competitive global market.
In a competitive, culturally diverse and increasingly internationalized workplace students can no longer assume that possession of a tertiary degree will naturally lead to employment. There has been a shift in the mindset of employers, who now seek to employ graduates with “employability” skills and attributes in addition to traditional expertise within their discipline. To support students in the development of these skills, universities now have a responsibility to create curriculum that embeds explicit teaching and learning of these skills
Graduates need the skills, capabilities and attributes to enable them to be successful in an ever changing global economic environment. Increasingly, employers expect graduates to be innovative, adaptable, resilient, and flexible and have an enterprising mind-set. Enterprise education supports employability by enabling students to develop the characteristics, attributes and skills that will enable them to make effective contributions to the economy and society. Enterprise education clearly links to employability and as such, should be at the core of employability strategies.
People need a range of skills to be proficient in their job. Some of these are technical skills such as the ability to use a piece of machinery, to cook a particular dish or to speak a foreign language. However to be effective at work people also need the transferable skills that are usually referred to as ‘employability skills’. These cover a broad range of skills and attributes – from fundamental skills like literacy and numeracy, to team work and a positive attitude. Poor employability skills impact negatively both on employers and employees, making it more challenging for companies to achieve productivity goals and individuals to secure and progress in rewarding jobs.
Employability has many definitions but they break down into two broad groups. The first relate to the ability of the student to get (and retain and develop in) a job after graduation. The other set are concerned with enhancing the students’ attributes (skills, knowledge, attitudes and abilities) and ultimately with empowering the student as a critical life-long learner (Hillage and Pollard, 1998; Harvey, 2001). One index of employability is whether students get jobs within a specific time after graduating, however this is flawed as it does not measure the attribute development of the student (but merely the graduation rates from a department or university)
There are personal characteristics of the students, including, inter alia, age, gender, ethnicity and personality traits, all of which have been known to influence recruitment. There are also external economic factors, which may be sector- or region-specific (Harvey, 2000). There is thus a distinction between the employability potential of the individual (a matter of self-development) and the actual employment of the individual (a matter mediated by external factors).
Apart from central initiatives, there is a growing tendency towards an integrated approach to employability development that includes embedding the development of student attributes within the subject curriculum.
It is generally believed that management creates the vital link between organizational effectiveness, economic progress, and people’s performance at organizational level. In this respect managers have to play a considerably more significant role in the overall success of their organizations and development of their nations. (Analoui and Hosseini, 2001)
PURPOSE OF STUDY
The purpose of the present paper is to examine the link between industry competency requirement and the current provisions for Business education in India. This paper aims to understand the significance of skills and competencies with employment.
OBJECTIVE OF THE STUDY
The objective of this study is to assess the level of skills and competencies and to suggest desired level which needs to be imbibed in professionals graduating out of educational institutions so as to present excellence as a primary element for future business education in an era of new challenges for employability. The study is significant as there is a need to look at the employability skills development efforts and recommend ways to help them create the employable graduates.
REVIEW OF LITERATURE
McLaughlin (1995) revealed that as the nature and look of jobs changed, the level of education and skills required also changed. Many educators faced the challenge of preparing young people to participate in the increasingly complex and changing world of work by calling on employers to articulate and communicate their needs better. Job competencies are those activities and skills judged essential to perform the duties of a specific position
Tas (1988) defines competence as performance of duties based on one’s ability to accomplish specific job related tasks and assume the role connected to the position.
Chung-Herrera et al. (2003) postulates that a competency model is a descriptive tool that identifies knowledge skills, abilities and behaviour needed to perform effectively in an organization. It is designed to help an organization meet its strategic objective through building human resources capability, competency modelling focus on behaviour rather than personality traits. Employability Skills are not job specific, but are skills which cut horizontally across all industries and vertically across all jobs from entry level to chief executive officer. Athey and Orth (1999) a job-related competency is a set of observable performance dimensions, including individual knowledge, skills, attitudes, and behaviors, as well as collective team, process, and organizational capabilities that are linked to high performance, and that provide the organization with sustainable competitive advantage. Employers find far too many entry-level job applicants deficient in employability skills, and want the business schools to place more emphasis on developing these skills.
RESEARCH DESIGN
Exploratory research is used. A mixed method approach was followed for investigation, which included self-completed questionnaires, focus group interviews, and possible secondary sources like Journals, Magazines, Internet and Newspapers was referred to know the skills embedded in business education to increase employability
FINDINGS AND SUGGESTIONS
The link between competency mapping and business education system is relatively unexplored. The relationship between competency mapping and workforce attributes needs to be explored. There is also a very strong need to relate skills and competencies with critical factors of success for the industry. The emphasis on skills required by employers differs depending on the nature of job role to be carried out within an organization. These skills refer to certain personal traits of an individual, which can be fit from one job role to another.
Sustainability in business education
The study was designed to determine the integration of sustainability issues in business education, and to identify the problems and difficulties coupled with its implementation. The study revealed that most of the business schools taught one of the two subjects either sustainability in business or corporate governance as a core course at postgraduate level.
The study shows that while most academicians wished to see sustainability as a core course in their institutions, this was not happening in most cases due to the following reasons:
• Lack of faculty knowledge level.
• Syllabus revision is not a pleasant task.
• Uncertainty about the popularity of programs in the market.
Desired Competencies
A job-related competency is a set of observable performance dimensions, including individual knowledge, skills, attitudes, and behaviours, as well as collective team, process, and organizational capabilities that are linked to high performance, and that provide the organization with sustainable competitive advantage
The study revealed top 10 ranked competencies. They are:
• Grasp of global systems, global issues, and Interrelation dynamics.
• Analytical, interpersonal and Intellectual skills.
• Multi-disciplinary and inter-disciplinary skills
• Communication and customer service orientation.
• Technical skills and Leadership Skills
• Critical Thinking
• Adaptability and Creativity Skills
• Ability and willingness to learn; energy and passion; teamwork and cooperation;
• Decision making and problem solving.
• Motivation and Initiative
Global exposure: In a world, where borders are being opened up for cross border investments, cross cultural exposure skills and talents can bolster an individual resume can make the country more secure and economically competitive shapes up understanding of emerging markets and consumers.
Analytical skills: Analytical ability is a basic skill that a business graduate should possess. This skill includes the ability of a person to collect accurate and complete information, the ability to identify the importance of information, and the ability to apply logic and reasoning to clarify the relationships between different objects before making any decision.
HEIHEI
GraduateGraduate
EmploymentEmployment
Employability development opportunities
Employability
Intellectual skills: Intellectual skills include identifying and anticipating problems, finding acceptable solutions, developing inductive thought processes, and assigning priorities
Multi-disciplinary and inter-disciplinary skills: In addition to the in-depth knowledge in a specialized area, global market trends also require business graduates to have a wider spectrum of knowledge in multidisciplinary areas. Graduates in business should have knowledge in all diverse fields to solve diverse and unstructured problems in unfamiliar settings; they must have an understanding of the economical, social, cultural, and psychological forces that affect organizations.
Communication skills: Communication skills include listening effectively, presenting, and defending views orally and in writing, and locating and organizing information from both human and electronic sources. These communication skills enable business graduates to understand the psychology of people of different ages, culture and learning stages and then furnish graduates with the skill to listen and motivate others.
Technical skills: Development in technology has made familiarity with technology not only beneficial, but also fundamental to the survival in the new business environment. Employers expect a new employee entering the work force to possess basic technology skills that are required in the work place. Competence in such technology enables employees to be creative in the workplace and also helps them more swiftly adapt to their new work environment.
Critical thinking: Critical thinking includes formulating and identifying deductively- and inductively-warranted conclusions from available evidence, recognizing the structure of arguments and assessing the consistency. For an effective discharge of these skills, one must uses one’s critical thinking skills, which include the ability to observe, evaluate complex systems and information, detect, predict, advise, and recommend appropriate action.
In India, the content of the business education is not benchmarked internationally and the content is often outdated. The use of diverse text is limited and is often inward looking. The methodologies are also often outdated and even the quality of faculty leaves a lot to be desired. This results in a lack of think tank and a systemization and advancement of knowledge. Trained faculty plays a vital role in shaping and nurturing talent.
An exposure to management content is desirable. An intervention is desirable at a national level to bring about a change. The need is therefore to develop new capabilities in schools and companies to deal with these global responsibilities. Business schools should therefore involve both the creation of new knowledge and the capability to transfer it effectively through global management process.
The business community should have a representation in the curriculum design committees and course delivery in order to enhance the client-focus of business education. The curriculum should include courses in negotiation skills, conflict management and crisis resolution.
Employability development includes:
• the development of employability attributes
• work experience;
• the development of self-promotional and career management skills;
• A willingness to learn and reflect on learning.
“Magic bullet” model of employability
The factors linking together the development of graduate attributes and the
HEIHEI
GraduateGraduate
EmploymentEmploymentEmployerEmployer
Employability development opportunities
Employability
Recruitment
• employability attributes
• work experience
• self-promotional skills• willingness to developExtra-
curricularexperiences
Externalfactors
Externalfactors
pedagogy
reflection
articulation
Subject areaSubject area
engagement
Self-employmentSelf-employmentMarketMarket Portfolio
obtaining of an appropriate job are summarised in below figure. The graduate has to choose to engage with the employability development opportunities provided by the institution. The graduate will also have extracurricular activities, including work experience, to draw on, some as a result of the higher education experience and some external to it
In order to achieve the employability the following interventions are desirable:
• Employer involvement and engagement in higher education through particular Programmes.
• Employability skills embedded into the mainstream curriculum.
• Assessment practices should link to employability skills.
• Include Personal Development and Planning modules.
SUGGESTIONS
To cope up with the new challenges posed by the external environment, it is very important to look at the business education from a market oriented perspective and take a strategic view to better align business education with the global market requirement. It has been argued that business schools must provide its graduates with the skills to be able to operate professionally. In this context the study looked at the employability skill development and recommended ways to help them create the employable product. However, there is also a responsibility for employers who are demanding the skills. In a market economy, employers are often hesitant to invest in employee development due to perceived uncertainty about the return on this investment of time and money.
To have a match between skills, competencies and employability, the following suggestions are made:
1. There is a need to revise the management curriculum at both graduate and post graduate level. Experimental and Action learning both needs to be addressed in the curriculum, without this most of the jobs would happen on the job or through trial and error.
2. The curriculum could be also transformed into a skills-based curriculum. For this Conducting orientation programmes to understand the changing expectations of the industry for the purpose of evolving course contents and preparing students for same.
3. There is a need for intervention by Ministries of Education. It is suggested that regulatory bodies should actively promote the integration of sustainability in curricula and academic activities; and should monitor progress, and follow up on developments.
4. Training opportunities should be provided to faculty members in order to enhance their understanding of Sustainable Development, allowing them to apply knowledge about sustainability issues in action.
5. Business graduates are poor in the area of organizational maturity. This is just an issue of graduates learning how things should get done. Prior work experience would help. Internships, as part of the curriculum would be of benefit.
6. Augmented interaction between academic institutions and the local industries and their associates to explore the possibility of using student’s expertise in the industry.
7. To engage University Departments of Studies in research projects and organizing workshops, conference and programmes that are industry specific.
8. Additionally academicians and professionals both need to commit themselves toward skill initiatives and should work toward developing skills that would equip students with marketable competencies.
CONCLUSION
The stronger the link between universities and businesses, the greater the opportunities will be to integrate and develop employability skills in undergraduates. Many universities are running focus groups with employers, surveying employers to measure satisfaction with graduates, or involving employers and industry leaders on coordinating committees or course advisory committees.
Some professional bodies accredit university programs, using their own established frameworks to do this. Professional bodies have established links with the workforce through their membership; generally they also have credibility with relevant faculties or schools within universities. There was widespread recognition throughout this project by those interviewed that increasing opportunities for business and higher education to work together to identify, promote, teach, assess and report employability skills would produce better outcomes for all.
By producing highly-skilled graduates and postgraduates, universities play an important role in providing the talent and intellectual resource that drive and sustain a modern, knowledge-based economy.
REFERENCES
1. AACSB (2002), Management Education at Risk, Association to Advance Collegiate Schools of Business, available at: www.aacsb.edu/publications/default.asp (accessed 15 January 2009). 2. Albrecht, S.W. and Sack, R.J. (2000), Accounting Education: Charting the Course through a Perilous Future, American Accounting Association, Chicago, IL. 3. Analoui, F. and Hosseini, M.H. (2001), “Management education and increased managerial effectiveness: the case of business managers in Iran”, Journal of Management Development, Vol. 20 No. 9, pp. 785-94. 4. Analoui, F. and Labbaf, H. (2001), “Senior managers’ effectiveness and their differing needs for managerial skills”, Annual DSA Conference, University College Dublin, 7-9 September,pp. 1-24. 5. Anninos, L.N. and Chytiris, L. (2011), “Searching for excellence in business education”, Journal of Management Development, Vol. 30 No. 9, pp. 882-92. 6. Athey, T.R. & Orth, M.S. (2009) Emerging competency methods for the future. Human Resource Management, 38 (3), 215-226. 7. Baxter, M. B., and Young, J. L."What Do Employers Expect From High School Graduates?" NASSP Bulletin 66/458 (1982): 93-98. 8. Bennis, W.G. and O’Toole, J. (2005), “How business schools lost their way?” Harvard Business Review, Vol. 83, pp. 96-104. 9. Bosch, J.K. and Louw, L. (1998), Graduate Perceptions on the Status and Nature of South African MBA Programmes, Centre for Applied Business Management, UPE. 10. Brundtland, G.H. (1987), “Our common future”, Report of the World Commission on Environment and Development, published as Annex to General Assembly document A/42/427,Development and International Co-operation: Environment. 11. Charner, I."Employability Credentials: A Key to Successful Youth Transition to Work." Journal of Career Development 15/1 (1988): 30-40. 12. Chung-Herrera, B.G., Enz, C.A. and Lankau, M.J. (2003), “Grooming future hospitality leaders: a competencies model”, Cornell Hotel and Restaurant Administration Quarterly, Vol. 44 No. 3, p. 17. 13. Denman, B. (2005), “What is a university in the 21st century?”, Higher Education Management and Policy, Vol. 17 No. 2, pp. 9-28. 14. Donaldson, L. (2002), “Damned by our own theories: contradiction between theories and management education”, Academy of Management Learning and Education, Vol. 1 No. 1, pp. 96-106.
15. Drucker, J. and Goldstein, H. (2007), “Assessing the regional economic development impacts of universities: a review of current approaches”, International Regional Science Review, Vol. 30 No. 1, pp. 20-46. 16. Ehab K.A. Mohamed, (2009),"Optimizing business education: a strategic response to global challenges”, Education, Business and Society: Contemporary Middle Eastern Issues, Vol. 2 Iss: 4 pp. 299 – 311. 17. Emiliani, M.L. (2006), “Improving management education”, Quality Assurance in Education, Vol. 14 No. 4, pp. 363-84. 18. Etzioni, A. (2002), “When it comes to ethics, B-schools get an F”, The Washington Post, 4 August, p. B4. 19. Farhad Analoui, Mirza Hassan Hosseini, (2001),"Management education and increased managerial effectiveness: The case of business managers in Iran", Journal of Management Development, Vol. 20 Iss: 9 pp. 785 - 794 20. Ghoshal, S. (2003), “Business schools share the blame for Enron”, Financial Times, 1
EMPLOYABILITY SCENARIO OF MANAGEMENT GRADUATES IN INDIA– ISSUES
AND CHALLENGES
Suvarna S, BMS College for Women, Basavanagudi, Bangalore
A.Vyjayanthi, BMS College for Women, Basavanagudi, Bangalore
Parimala Kulkarni BMS College for Women, Basavanagudi, Bangalore
ABSTRACT
Management education provides graduates with a portfolio of competencies that facilitates meaningful contributions to organizations engaged in a variety of enterprises and pursuits. If management education graduates are to contribute meaningfully to organizations, they must be equipped with specific knowledge, skills, and abilities that are honed through a comprehensive set of management education experiences. India now trains largest number of MBA‘s with about 75,000 degrees annually. The Indian government has liberalized the business education market over the 1990s, resulting in a rapid growth of business schools offering programs at both undergraduate as well as graduate levels. If MBA graduates want to give significantly to organizations, they must be prepared with specific knowledge, skills, and abilities that are polish through a ample set of management education experiences. In addition to mastering technical skills, students must obtain knowledge of social responsibility, law, and public policy, along with communication skills, leadership, knowledge of ethics and critical thinking. The reason for this study is to discuss and explore the level of employability skills among MBA students. This paper presents the overview of recent trends, issues and challenges about employability skills of management students. It also presents the role of Innovative teaching pedagogy in making students more employable.
Keywords: Management Education, Employability, Competencies, Technical Skill,
Introduction:
Insufficient supply of quality skills is one of the main impediments to further economic growth in India. The Indian economy grew more than 8% on average over the past 5 years, including the year of the unprecedented financial crisis in 2009. Skill shortage remains one of the major constraints to continued growth of the Indian economy. Employers perceive Soft Skills (Core Employability Skills and Communication Skills) more important than Professional Skills. Communication in English has the smallest skill gap, but remains one of the most demanded skills by the employers. While employers across India asks for the same set of soft skills, their skill demands differ for Professional Skills across economic sectors, company sizes, and regions.
It is observed that during the last two decades that majority of the students are disserting the traditional post graduation program, opting for professional courses. In these days, higher education is considered urgent for better professional career. It is seen that students are crazy behind the business schools in present era to accelerate their employability in private sectors with an awesome package. Wood head (1996) contemplated that regardless of enormous government venture, managers feel that the instructive products are not being conveyed. In an overview of Institute of Management individuals, 80% of administrators said that graduates needed vital abilities, for example, literacy and mathematics – skills which must be viewed as least necessities for employability; in the range of 72% of respondents questioned graduates' suitability as occupation candidates. Stokes (2013), says cross case examination yielded four paramount subjects of "Shared Responsibility," "The Power of Learning Attitude," "Appraisal for Growth," and "Asset Availability." These four points fuse trades of the parts and commitments with respect to employability, fancied worker learning mentality, suggested appraisal exercises, and conditions influencing advancement opportunities gave by
associations. Suggestions for associations, their workers, and HRD experts were depicted. This study contributes definite exploration on today's business contract in perspective of an employability model from the association's viewpoint.
Review of Literature:
Business and academic literature is filled with criticism of graduate‘s business program (Bailey, 1999; Gordon and Brown, 1959). These critics claim that academia is not graduating students who demonstrate proficiency in the skills that corporate deems most important. Employers criticized business schools and business graduates as generally unable to transfer content knowledge to real situations in a fast-paced global work place (Ainsworth & Morley, 1995; Carter Goodrum, Saito and Naugle, 1999)
The last couple of decades have severely challenges for many companies and their employees. Rapid and significant technological changes, the emergences of a culturally diverse work force, continues elimination of both managerial and non – managerial jobs, frequent reorganizations, and the reality of global competition have collectively created what can be called the new businesses are de-emphasizing functional specialties and departmental isolation to improve competitive performance. The trend is toward weakening or abolishing the ―chimney of powerǁ that separate one department or division from another (Clifford, Goodwin, and Goodwin, 1994)
Early research done in BMW plant in 80s showed BMW recognized shortage of skills and qualified manpower would become a major problem BMW did not emphasis on management education in 80s but on apprentice scheme. Peter Drucker believed the apprenticeship scheme and the skilled workers that it produces was the explanation for Germany’s success in steadily increasing productivity, as it created not only the right attitude but also the theoretical foundation. JCB excavators stressed on technological innovations. Elctrolux the largest manufacturer of white goods also aimed at customer orientation and also technological innovations.
Objectives of the study:
• To assess the current global and national scenario and critically analyze the relevance of Management studies.
• To study impact of quality of MBA education on employability of MBA Graduates
• To explore the expectation of the corporate sectors from the business school students.
Research Methods of Study:
Research is descriptive type study. It is based on secondary data available in various journal articles, websites, books and magazines. This study is based on earlier researches done in this particular aspect. So this study presents a cumulative viewpoint of various researchers about the status of student employability. This study is a descriptive study based on findings of other researchers.
The Evolution of Management Theory:
Managers began to search for new techniques to manage their organizations resources, and soon they began to focus on ways to increase the efficiency of the worker–task mix.
Job Specialization and the
Division of Labor:
The famous economist Adam Smith was one of the first to look at the effects of different manufacturing systems. He compared the relative performance of two different manufacturing methods. The first was similar to crafts-style production, in which each worker was responsible for all of the 18 tasks involved in producing a pin. The other had each worker performing only 1 or a few of the 18 tasks that go into making a completed pin. Smith found that factories in which workers specialized in only 1 or a few tasks had greater performance than factories in which each worker performed all 18 pin-making tasks. In fact, Smith found that 10 workers specializing in a particular task could, between them, make 48,000 pins a day, whereas those workers who performed all the tasks could make only a few thousand at most. Smith reasoned that this difference in performance was due to the fact that the workers who specialized became much more skilled at their specific tasks, and, as a group, were thus able to produce a product faster than the group of workers who each had to perform many tasks.
F.W. Taylor and Scientific Management:
Frederick W. Taylor (1856–1915) is best known for defining the techniques of scientific management, the systematic study of relationships between people and tasks for the purpose of redesigning the work process to increase efficiency. Taylor believed that if the amount of time and effort that each worker expended to produce a unit of output (a finished good or service) could be reduced by increasing specialization and the division of labor, then the production process would become more efficient. Taylor believed that the way to create the most efficient division of labor could best be determined by means of scientific management techniques, rather than intuitive or informal rule-of-thumb knowledge. Based on his experiments and observations as a manufacturing manager in a variety of settings, he developed four principles to increase efficiency in the workplace.
Students’ Employability Recent Trends:
Employability is 'the new dark', the current example that advanced higher education institutions are donning in an offer to respond to the latest requests from society and governments. 'Transferable skills', 'soft skills', 'self-efficacy' and so forth – are the well-known competency requirements of today that rise through a collection of employability exercises being completed across management institutions as far and wide as possible around the globe. The vitality of job related knowledge and employability of students also discussed in a study by (Gibbs & Angeides, 2004; Hesketh, 2000)educational institutions are dynamically being relied upon to pass on students that can rapidly go into the workplace and contribute new skills and knowledge that will help to drive countries towards economic development. Graduates are depended upon to change themselves from the relative comfort and routine of student life to the arranged difficulties of the workplace. Surveys such as the Business Today B-Schools rankings are to spur competition among institutions. It is competition, and not the heavy-handed government regulation, which will ultimately ensure higher quality standards across institutions in the country. The stakes for India are high. India's comparative advantage, at least over its closest competitor, China, is in its knowledge economy.
At the moment, China is marginally ahead of India in the quality of its top management institutes. In the FT rankings for 2012, five Chinese management schools feature in the top 100 compared with India's two. The key success variables of a business school is its faculty student ratio (both full time and Adjunct Faculty Members are to be taken into consideration for the purpose of computing the ratio) and quality of the Faculty members. The professional excellence of the Faculty Members can be judged by their academic qualification, experience in years both in academic and corporate sectors, their number of research publications in each academic session. These publications will include authoring books, research papers presented in different national and international seminars and conferences, publications of research articles in different reputed and peer-reviewed national and international journals, publication of real life case studies, book reviews, number of Faculty Development Program/workshops organized by the faculty Member etc. The corporate interface of the faculty members can be evaluated by the number of Management Development program and
Executive Development program organized by him/her as a resource person, the number of consultancy projects handled and the number of national/international awards achieved.
Academics and Employability of the Management Students:
The correlation between the CGPA and the achievement in professional life often becomes significantly low. Scoring high percentage of marks as well as CGPA is necessary but not sufficient condition for getting good placement. A student who has scored high CGPA/percentage, maybe he is good in answering question papers/ writing skill but poor in communication skills. He/she may have domain knowledge but might be unable to express in front of the interviewer. Once Albert said that, “One needed to pack this whole staff into one's brain for the examinations, in any case. This pressure has such a preventing impact on me, that after I had passed the last examination, I found that contemplations of any scientific problems are disagreeable to me for a whole year.” The quotation made by Albert Einstein is self explanatory. The problem lies with the education system and models followed in India. The examination should be conducted to measure the domain, skill, intuition as well as knowledge of application. The question paper should be prepared in such a systematic way, which will not only judge the memory of the students, but also should evaluate whether the student have achieved the required analytical ability and the learning outcomes for which the course is being offered.
93 per cent MBA graduates are unemployable: Problems with management education in India:
Amidst the tens of thousands of management graduates churned out by the 5,500 B-schools in the country, only 7 per cent turn out to be employable, says a study conducted by ASSOCHAM. India Today delved into the causes behind such a dismal picture. Amidst the tens of thousands of management graduates churned out by the 5,500 B-schools in the country, only 7 per cent turn out to be employable, says a study conducted by ASSOCHAM. Except the IIMs, only a few of these management institutes are able to boast of quality management education that can help their graduates secure employment.
MBA graduates are spending lakh of rupees on their management education, but after graduating, most of them are earning a measly 8000 to 10,000 rupees per month-that too, only when they are able to find placements. Campus recruitments have gone down by a whopping 45 per cent, thanks to the economic slowdown from 2014 to 2016 and the low education quality. As a result, 220 B-schools have already shut down in top cities such as Delhi-NCR, Bangalore, Mumbai, Kolkata, Lucknow etc. Around 120 more B-schools are slated to meet the same fate, this year. High-school education quality in India is in such a dismal state, that even the quality of students from the IIMs and the IITs are deteriorating.
Low quality education in smaller B-schools:
While there is a shortage of seats in the top B-schools, paradoxically, seats are going vacant after admissions in Tier-2 and Tier-3 management schools. "This is because many new institutes still do not follow globally benchmarked practices including focusing on the skill development of faculties. The problem can be solved only either by increasing the number of seats in premier business schools or upgrade the lesser known under-performing institutions," he adds. Moreover, smaller institutes equal lesser salaries for teachers. Thus, quality teachers do not apply in such colleges and the education quality suffers.
Lack of skill based education:
Skill based education is somewhat lacking in all the higher education fields in India and management is no different. The focus of B-schools need to shift from theoretical knowledge to skill based education with a more practical and dynamic approach. Management institutes, not following current
contextual mix of innovative pedagogical tools, create an immense disparity between the real and academic culture of business management Lower tier B-schools severely
How w can Indian graduates improve their employability?
The NASSCOM-McKinsey report "Perspective 2020: Transform Business, Transform India" (2009) said that only 26 percent of India's engineering graduates were employable. Narayana Murthy, Chairman Emeritus of Infosys, has questioned the quality of engineering graduates from Indian Institutes of Technology (IITs). An Associated Chambers of Commerce and Industry of India (ASSOCHAM) survey reported that only 10 percent of Master of Business Administration (MBA) graduates from Indian B-schools get a job right after completing their course (2012).
These reports and many others indicate that the employability or non-employability of Indian graduates is a rising concern. To understand how the gap between employers and potential employees can be bridged, India Education spoke with Himanshu Aggarwal, CEO of Aspiring Minds, one of India's employability measurement solutions providers. The company conducts the Aspiring Minds' Computer Adaptive Test (AMCAT).
Reasons for low employability
According to an Associated Chambers of Commerce and Industry of India (ASSOCHAM) paper on “B-schools and Engineering colleges shut down- Big Business Struggles," B-schools barring the IIMs are fast losing their shine for corporate India Inc. The paper reveals that since 2009, campus recruitments at B-schools have gone down by 40 percent.
Some key reasons for this low employability of B-school graduates in the recent years include excess supply, lack of basic skills, lesser work experience of candidates, inexperienced faculty, and lack of practical & problem solving skills of graduates.
• Excess Supply: According to the ASSOCHAM paper “B-schools and Engineering colleges shut down- Big Business Struggles,” MBA seats in India grew almost four-fold from 95,000 in 2006-07 to 3, 60,000 in 2011-12 resulting in a five-year CAGR of 30 percent. While MBAs are graduating in lakhs every year, the annual requirement for managerial candidates in the Indian market is between 35,000 and 40,000. The MBA capacity in the country was built based on the projection of a 9 to 10 percent economic growth rate. But with the economic growth slowing down over the past few years, job opportunities for MBAs have not grown in the same proportion leading to a supply that is much in excess of demand. J Philip, former director of IIM-Bengaluru and current director of the Xavier Institute of Management and Entrepreneurship, Bangalore, was quoted as saying in an Economic Times article that India is the only country that could supply managers to European countries, most of which are facing a crunch.
• Poor quality: In a bid to increase the quantity of business schools in the country, the government and AICTE have been guilty of compromising on quality. According to Parag Kelkar, director of Singhad Institute of Business Administration and Computer Application, Pune, institutes have been given approval without examining or inspecting documents, infrastructure, faculty, and other basic requirements. 4 Market research firm Crisil published a report in 2014 estimating that tier-3 and tier-4 B-schools together account for about 85 percent of intake capacity of B-schools in India. But these schools are riddled with massive problems in terms of infrastructure, qualified faculty members, and industry tie-ups.
• Lack of basic skills: T N Swaminathan, director, branding and alumni relations, Great Lakes Institute of Management, in an interview with English news daily Times of India, said that many B-schools are following university curriculum that is outdated. The same article quoted educational consultant Moorthy Selva kumaran as saying that many of the management courses run by engineering institutions do not focus on improving the skills of the candidates and making them employable.6 MBA graduates from many institutions lack even the most basic skills such as conversation,
interviewing, CV writing, and proper dress sense. Many of them also lack the interpersonal and soft skills that are required to manage diverse teams working in different geographical locations as is the case with organizations these days.At a time when B-schools should be focusing on providing their students global skills and preparing them for employment in a global market, the lack of even these basic skills brings down their employability drastically.
• Under-qualified faculty: The impact of a highly qualified and well-connected faculty on MBA students cannot be emphasized enough. Unfortunately, many B-schools in India have failed to attract good quality teaching staff into their folds. Many of these faculty members join a management institution immediately after completing their post-graduation and lack the industry experience and exposure that would go miles in helping their students. Most of these faculty members are also not permanent staff, but form part of the visiting faculty at many B-schools. While B-schools are guilty of ignoring the need to re-train their faculty, most of the teachers themselves don’t make the effort of keeping themselves updated and work towards forming a network of industry linkages that might benefit their students.
• Lesser work experience: Another problem that is typical to Indian MBA graduates and Indian B-schools, especially the ones that have relaxed admission criteria, is candidates’ lack of experience. While in the U.S. and Europe, it’s almost impossible to get into a good B-school without some work experience, many students in India apply for admission to an MBA program straight after graduation. This puts them at a disadvantage as they lack the industry exposure needed to draw maximum benefit out of theircourse. Their lack of experience and relatively young age when they graduate out of B-school lowers their employability even further.
Improving the employability of MBAs
In its paper, ASSOCHAM has advised B-schools to improve their infrastructure, train their faculty, pay well in order to attract good teachers, work on forming industry linkages, and spend money on research and knowledge creation to improve the employability of their graduates and hence draw more students into their fold.
Here are some measures that can be taken by B-schools to improve the employability of their MBA students:
• Focus on skill building: B-schools are advised not to underplay the significance of soft skills in improving the employability of their students. From encouraging creative thinking in their students to helping them build interpersonal and leadership skills to providing them with a global perspective of managing business – B-schools need to do all this and more to improve the employability of their graduates. In fact, core “employability skills” should be integrated into the framework of their program with enough time and platforms provided to the students to practice them.
• Update curriculum: B-schools need to reinvent their core syllabus to stay relevant to the current times. Even if they have to follow a university dictated broad curriculum, they should be open to tweaking it or adding courses in order to add value for both students and employers.
• Explore MBA internship: Kul BhushanSaxena, Professor Emeritus at Fortune Institute of International Business, floats the idea of enhancing the employability of fresh MBA graduates who have no prior work experience through internships. According to him, internships offer an excellent way of connecting theory to real life and provide a real opportunity for experiential learning. As student-interns encounter the real complexities involved in running a business, they develop both skills and attitude key to their success in the corporate world.
• Re-train faculty: As advised by ASSOCHAM in its paper, B-schools need to have a budget for updating and re-training their faculty in emerging global business perspectives. They should also encourage their faculty members to take refresher courses, study breaks, and participate in industry events to keep abreast of the latest trends in the world of business.
• Equal focus on practical knowledge: While it’s important to impart theoretical knowledge to MBA students, it should not be done at the cost of practical problem solving skills. An employer is unlikely to miss the lack of practical experience in troubleshooting real world business problems in a
candidate. Therefore, it’s not just imperative to impart practical knowledge to students, but also give them enough opportunities to test their problem solving skills.
• Open more specialization streams: Most MBA programs offer specialization in conventional streams like HR, marketing, finance, operations, IT, etc. With a growing need for management professionals in almost every kind of business, B-schools should consider opening up more specialization streams like healthcare, education, analytics, etc. This will improve the employability of their graduates in their chosen field by several notches.
• Make entrepreneurs, not employees: T N Swaminathan, in his interview to Times of India, said that business schools should focus on making entrepreneurs. Their emphasis should be on creating job providers, not seekers. It’s also a well-known fact that many employers look for an entrepreneurial attitude in their employees, so a focus on this aspect will automatically improve the candidate’s brand value.
Conclusion:
Despite struggling with falling demand and suspect quality of course content as well as faculty, MBA remains one of the most preferred post graduate courses in India, according to a survey conducted by university search engine India College Search. It is still believed to be the common man’s ticket to a high profile job and a better quality of life. The degree allows individuals to acquire a vast amount of knowledge and gain key skills in a relatively short period of time. Clearly, the mighty MBA still holds a lot of promise and has the capability to live up to its lofty standards. All these programs require is a well thought-out and an intentional strategy to overcome the problems that haunt them today. The study tosses lights to the view towards student’s employability skills. It is observed that managers offer imperativeness to individual and behavioral attributes of an applicant while students give more essentialness to their specialized abilities or skills. The study entitles ‘Employability Skills of Management Students and Competencies Needed by Modern Industries’ were successfully completed.
References:
1. Indiatoday.intoday.in/education/story/mba-education-problems/1/712284.html 2. Timesofindia.indiatimes.com/.../Only-10-MBA-graduates-employable-say-experts/.../4... 3. Agarwal P ( 2006) - Higher Education in India – The Need for Change - Indian Council 4. For Research on International Economic Relations 5. Mahajan R (2014) - PhD Thesis –Department Of Management Studies , IIT Roorkee 6. Mathew M., Kumar D.,&Perumal S. ( 2011) Role of Knowledge Management in 7. Organisational Innovativeness: empirical findings from IT Industry – Vikapla , 38(2)31-43 8. Abhishek Choudhari (2012). MBA graduates have low employability. The Times of India, 30
October 9. Gibbs, P. & Angelides, P (2004). ‘‘Accrediting of Knowledge as Being-in-the-World’’,
Journal of Education and Work, Volume 17 (3), 333–344. 10. Groot W, Maasen van den Brink H, (2000). Education, training and employability, Applied
Economics Journal,Volume 32, 573-581. 11. Academy For Educational Development, 2008. Middle Technical College Employer Survey,
AED, Washington DC, USA 12. Acock, Alan C., 2008, A Gentle Introduction to Stata, Second Edition, Stata Corp LP, Texas
USA 13. Anderson, L. W., & Krathwohl, D. R. (Eds.). 2001. A taxonomy for learning, teaching and 14. Assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.
OPPORTUNITIES AND CHALLENGES OF CASHLESS ERA ON FINANCIAL
INSTITUTIONS AND SERVICES
CHITRA C N
Jain College, R.R.Nagar, Bangalore
Email Id: [email protected]
DR. MUNIVENKATAPPA
Smt. VHD Central Institute of Home Science, Bangalore
ABSTRACT
The Indian banking sector is faced with multiple and concurrent challenges such as increased competition and rising customer expectations etc. The banking industry is also changing at a phenomenal speed. While at the one end, we have millions of savers and investors who still do not use a bank, another segment continues to bank with a physical branch and at the other end of the spectrum, the customers are becoming familiar with ATMs, e-banking, and cashless economy. This shows the immense potential for market expansion. In this complex and fast changing environment, the only sustainable competitive advantage is to give the customer an optimum blend of technology and traditional service. As banks develop their strategies for giving customers access to their accounts through various advanced services like e banking, mobile banking and net banking, they should also regard this emerging platform as a potential catalyst for generating operational efficiencies and as a vehicle for new revenue sources. This paper focuses on the opportunities and challenges faced by the financial institutions and services in a cashless era.
Key words: Concurrent challenges, market expansion, competitive advantage, digital banking.
INTRODUCTION
Cashless economy is defined as a situation where there is very little flow of cash in the society and thus much of the purchases are done by the electronic media. These media can be debit cards, electronic fund transfer, and mobile payments.
India continues to be driven by the use of cash less than 5% of all payments happen electronically however the finance minister, in 2016 budget speech, talked about making India a cashless society, with the aim of curbing the flow of black money. Even the RBI has also recently unveiled a document - “Payments and Settlement Systems in India: Vision 2018” setting out a plan to encourage electronic payments and to enable India to move towards a cashless society or economy in the medium and long term.
What is cashless economy and where does India stand?
• A cashless economy is one in which all the transactions are done using cards or digital means. The circulation of physical currency is minimal.
• India uses too much cash for transactions. The ratio of cash to gross domestic product is one of the highest in the world—15.49% in 2016, compared with 8.44% in China or 4%in Brazil.
• Less than 5% of payments happen electronically. • Number of currency notes in circulation is also far higher than in other large economies. India
had 86.42 billion currency notes in circulation in 2016 compared with 34.5 billion in the US. • Some studies show that cash dominates even in malls, which are visited by people who are likely
to have credit cards, so it is no surprise that cash dominates in other markets as well.
Opportunities in making India a cashless economy
The Indian banking sector continues to face some structural challenges. We have a relatively large number of banks, some of which are sub-optimal in size and scale of operations. On the regulatory
front, alignment with global developments in banking supervision is a focus area for both regulators and banks.
The Indian banking sector is faced with multiple and concurrent challenges such as increased competition, rising customer expectations, and diminishing customer loyalty. The banking industry is also changing at a phenomenal speed. While at the one end, we have millions of savers and investors who still do not use a bank, another segment continues to bank with a physical branch and at the other end of the spectrum, the customers are becoming familiar with ATMs, e-banking, and cashless economy. This shows the immense potential for market expansion. The exponential growth for the industry comes from being able to handle as wide a range of this spectrum as possible. In this complex and fast changing environment, the only sustainable competitive advantage is to give the customer an optimum blend of technology and traditional service.
As banks develop their strategies for giving customers access to their accounts through various advanced services like e banking, mobile banking and net banking, they should also regard this emerging platform as a potential catalyst for generating operational efficiencies and as a vehicle for new revenue sources.
Mobile Banking is one area where the country is definitely seeing a surge. But there always have been security issues with that. The payer provided the option of cash or cashless transaction prefers the former.
For the concept of a cashless economy to be true in India, the centre, the state as well as the local governments have to work a lot to ensure that:
Challenges in making India a cashless economy
• Availability of internet connection and financial literacy is very less. • Though bank accounts have been opened through Jan Dhan Yojana, most of them are lying
unoperational. Unless people start operating bank accounts cashless economy is not possible. • There is also vested interest in not moving towards cashless economy. • India is dominated by small retailers. They don’t have enough resources to invest in electronic
payment infrastructure. • The perception of consumers also sometimes acts a barrier. The benefit of cashless transactions is
not evident to even those who have credit cards. Cash, on the other hand, is perceived to be the fastest way of transacting for 82% of credit card users. It is universally believed that having cash helps you negotiate better.
• Most card and cash users fear that they will be charged more if they use cards. Further, non-users of credit cards are not aware of the benefits of credit cards. They are making it difficult for digital wallets issued by private sector companies to be used on the respective bank websites. It could be restrictions on using bank accounts to refill digital wallets or a lack of access to payment gateways. Regulators will have to take a tough stand against such rent-seeking behaviour by the banks.
• But turning an economy where almost all of the transactions in the small cities and in rural areas are done by cash into a cashless economy is an uphill task. It is okay that in metro cities the idea can be implemented but much of our population lives where cash is the only way to pay. Also, it can’t be stated that in metro cities all of the transactions are cashless. Be it malls, shopping complexes or the e-commerce sales, a large chunk of all these get the money in cash.
Benefits of Cashless Economy
Reduced instances of tax avoidance because it is financial institutions based economy where transaction trails are left
• Will curb generation of black money • Will reduce real estate prices because of curbs on black money as most of black money is
invested in Real estate prices which inflates the prices of Real estate markets • In the Financial year 2015, RBI spent Rs 27 billion on just the activity of currency issuance and
management. This could be avoided if we become cashless society. • It will pave way for universal availability of banking services to all as no physical infrastructure
is needed other than digital. • Will be greater efficiency in welfare programmes as money is wired directly into the accounts of
recipients. Thus once money is transferred directly into a beneficiary’s bank account, the entire process becomes transparent. Payments can be easily traced and collected, and corruption will automatically drop, so people will no longer have to pay to collect what is rightfully theirs.
• There will be efficiency gains as transaction costs across the economy should also come down. • 1 in 7 notes are supposed to be fake, which has a huge negative impact on economy, by going
cashless, that can be avoided. • In a cashless economy there will be no problem of soiled notes or counterfeit currency • Reduced costs of operating ATMs. • Speed and satisfaction of operations for customers, no delays and queues, no interactions with
bank staff required. • An increased use of credit cards instead of cash would primarily enable a more detailed record of
all the transactions which take place in the society, allowing more transparency in business operations and money transfers.
• Increased revenue for government because of there would more informal economy and more sales tax in long term.
• Monetary and fiscal policy can be more effectively implemented for example reduction of interest rates will benefit even small firms.
• Easy accounting • Black money market can be controlled and this will also have effect on inflation especially in
real estate in long run less transaction costs
This will eventually have the following chain effect:
1. Improvement in credit access and financial inclusion, which will benefit the growth of SMEs in the medium/long run.
2. Reduce tax avoidance and money laundering thanks to the higher traceability of all the transactions.
3. The increased use of credit cards will definitely reduce the amount of cash that people will carry and as a consequence, reduce the risk and the cost associated with that.
Steps taken by the government to develop a cashless economy
Government is bringing the RuPay card to every account holder through its financial inclusion schemes. Every new account holder is getting the card for cashless payment. The finance minister has also emphasised on the incentivising of the cashless transactions. He has a point in mind that it will curb the black money.
The mandatory mention of the PAN number for large transactions is yet another measure for the same. Obviously the cashless economy will be more accountable towards the flow of money and will bring more people into the banking system.
Government is also promoting mobile wallets. Mobile wallet allows users to instantly send money, pay bills, recharge mobiles, book movie tickets, send physical and e-gifts both online and offline. Recently, the RBI had issued certain guidelines that allow the users to increase their limit to Rs 1,00,000 based on a certain KYC verification
Promotion of e-commerce by liberalizing the FDI norms for this sector. Government has also launched UPI which will make Electronic transaction much simpler and faster. Government has also withdrawn surcharge, service charge on cards and digital payments Pradhanamantri jan Dhan yojana is a initiative taken by which more bank accounts are opened and each one is given debit cards. This will help in payment through debit cards. Recent move to give tax rebate of sales tax for traders, business people who have 50% of their sales through cards Reduction of transaction costs through cards for petrol, railway and few other areas
WHAT ELSE NEEDS TO BE DONE?
1. Its a welcome start, need to lower the cost of electronic payments by minimizing cost collected by card issuing bank, card companies and bank of which card is swiped rather than to offer tax breaks.
2. Rationalization of interchange fee for using other banks ATM is also needed. 3. Tax department should use Big Data analytics to all payment data, to catch evaders.
On a concluding this move should help India to march towards building a strong and stable economy which supports inclusive growth.
4. Being the first move every person should be financially included in the mainstream. Second, there has to be the availability of the option of paying with cashless methods at the grass root level. Third, there is a need to ensure the safety and security of the cashless transactions.
5. Open Bank accounts and ensure they are operationalize. 6. Abolishment of government fees on credit card transactions; reduction of interchange fee on card
transactions; increase in taxes on ATM withdrawals. 7. Tax rebates for consumers and for merchants who adopt electronic payments. 8. Making Electronic payment infrastructure completely safe and secure so that incidents of Cyber
crimes could be minimized and people develop faith in electronic payment system. 9. Create a culture of saving and faith in financial system among the rural poor. 10. The Reserve Bank of India too will have to come to terms with a few issues, from figuring out
what digital payments across borders means for its capital controls to how the new modes of payment affect key monetary variables such as the velocity of money.
11. RBI will also have to shed some of its conservatism, part of which is because it has often seen itself as the protector of banking interests rather than overall financial development.
12. The regulators also need to keep a sharp eye on any potential restrictive practices that banks may indulge in to maintain their current dominance over the lucrative payments business.
Though it will take time for moving towards a complete cashless economy, efforts should be made to convert urban areas as cashless areas. As 70% of India’s GDP comes from urban areas if government can convert that into cashless it will be a huge gain.
The idea of cashless economy itself is great but all these problems and potential threats have to be taken into account. On a concluding this move should help India to march towards building a strong and stable economy which supports inclusive growth.
A Study on Why Learners Think Business Education is Important?
Shakuntaladevi International Institute Of Management Sciences,
Abstract
“Business Education Is The PasspoPrepare For It Today”. For a learner who desires to reach the pinnacle in the business education provides the right skills, ability and attitude.
Why Business Education? The generalbalanced picture of the world of business. Business education must meet the needs and expectations of students and community. It involves training students in topics which are relevant to the businworld as well as soft skills, communication skills etc., It is very essential for the students to opt for placement.
The main objective of presenting this paper is to demonstrate how business education helps a learner to achieve his/her dreams successfully and also to create a healthier and competent business world. Through this paper an attempt is done to create awareness among people the importance of Business Education and how it is important in our day to day life. Necessary information related to twill be collected through primary and secondary data.
Keywords: Business Education, Learner
INTRODUCTION:
“Your future is just a click away with business education
Education is a primary need and right for everyone.acquisition of knowledge, skills, values, beliefs, and habits.discussion, teaching, training, and directed research.
Business Education involves teaching students the fundamentals, theories, Education in this field occurs at several levels, includingeducation or university education.
Business Education teaches individuals about tradmanagement techniques. This education helps individuals understand what business methods are successful and why others fail. Educated business owners and managers use this information so they do not repeat the failed attempts of previous businesses. Business education can also alert individuals to upcoming changes in the business environment.
Study on Why Learners Think Business Education is Important?
Mrs. Sahana Hegde, Shakuntaladevi International Institute Of Management Sciences,
Business Education Is The Passport To The Future, For Tomorrow Belongs To Those Who For a learner who desires to reach the pinnacle in the World of Business
business education provides the right skills, ability and attitude.
Why Business Education? The general objective of course of business education is to present a balanced picture of the world of business. Business education must meet the needs and expectations of students and community. It involves training students in topics which are relevant to the businworld as well as soft skills, communication skills etc., It is very essential for the students to opt for
The main objective of presenting this paper is to demonstrate how business education helps a learner to achieve his/her dreams successfully and also to create a healthier and competent business world. Through this paper an attempt is done to create awareness among people the importance of Business Education and how it is important in our day to day life. Necessary information related to twill be collected through primary and secondary data.
Business Education, Learner
Your future is just a click away with business education”
Education is a primary need and right for everyone. It is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research.
involves teaching students the fundamentals, theories, and processes ofEducation in this field occurs at several levels, including secondary education
Business Education teaches individuals about traditional and current types of business methods or management techniques. This education helps individuals understand what business methods are successful and why others fail. Educated business owners and managers use this information so they
he failed attempts of previous businesses. Business education can also alert individuals to upcoming changes in the business environment.
HISTORY:
In 1635, Plymouth Colony in the United States hires the first school teacher to teach reading writing and caccounts (similar to modern accounting). Also the Franklin's Academy was founded in Philadelphia which taught courses on the history of commerce.
rt To The Future, For Tomorrow Belongs To Those Who World of Business, the
objective of course of business education is to present a balanced picture of the world of business. Business education must meet the needs and expectations of students and community. It involves training students in topics which are relevant to the business world as well as soft skills, communication skills etc., It is very essential for the students to opt for
The main objective of presenting this paper is to demonstrate how business education helps a learner ully and also to create a healthier and competent business world.
Through this paper an attempt is done to create awareness among people the importance of Business Education and how it is important in our day to day life. Necessary information related to this paper
ting learning, or the methods include storytelling,
and processes of business. ation and higher
itional and current types of business methods or management techniques. This education helps individuals understand what business methods are successful and why others fail. Educated business owners and managers use this information so they
he failed attempts of previous businesses. Business education can also alert individuals
In 1635, Plymouth Colony in the United States hires the first school teacher to teach reading writing and casting accounts (similar to modern accounting). Also the Franklin's Academy was founded in Philadelphia which
The first business education degrees were created in the United States in the 1880s. Business school founders wanted to formalize the education of future business leaders, just like medical schools created standards for doctors. The Wharton Business School at the University of Pennsylvania and the Haas School of Business at the University of California, Berkeley were founded within a few years of each other.
In India, we can trace Business education way back to the 19th century. British government administration needs were fulfilled by this education to some extent. The graduates joined as clerks in the British administration.
In Chennai in 1903 was set up the India’s first business school – commercial school of pachiappa charities. In 1913, Sydenham College in Mumbai was the first college level business school to be founded. This was followed by Shri Ram College of commerce in Delhi in 1920.
In 1961 two IIM’s were launched. IIM Calcutta with collaboration from Sloan school of Management at MIT and IIM Ahmadabad started with Harvard business school help.
OBJECTIVES OF BUSINESS EDUCATION:
� To educate for business and about business. � The general aim of course of business education is to present a balanced picture of the world
of business. � To develop the role of business activities in the modern world. � To develop in learner an awareness of the changing and integral nature of business problem
and an ability to explore and deal with these problems. � To improve knowledge, skills, attitude and ability to understand, that enable people to
become worthy human being and effective members of the business community.
OBJECTIVES OF THE STUDY:
� The objective of this research is to study and analyse the awareness level in learners of business education.
� To get insight knowledge about business education � To know the importance of business education in present world. � To measure the satisfaction level of learners regarding business education.
RESEARCH METHODOLOGY:
The data collection methods include both Primary and Secondary collections methods:-
Primary Method: Primary method includes the data collected directly from the learners. It has been collected by designing questioner and their answers have been collected by interview. Secondary Method: T h e s e c o n d a r y data collected from the magazines, published reports, internet and various books relating to the business education.
WHY LEARNERS THINK BUSINESS EDUCATION IS IMPORTANT?
Many people—parents, students, and even educators—operate under the erroneous assumption that business education is only for students who expect to graduate and pursue a career in business. The information contained within the business education curriculum is not only valuable for all students in
today's world, but also is critical for the success of our country. All students need to have a general understanding of how an economy operates and the role business pthis country. Not to mention, the absolute necessity for students to be able to understand and utilize technology in their personal and professional lives.
Recent studies show that 70% of secondary students want to start about 15% feel that they have the skills and knowledge to do so. Also, it is a welltoday's graduates will change CAREERS at least seven times in their professional job years. This means students need to have the knowledge and skills it takes to become a lifelong learner and to harness the momentum of the business world to their advantage!
Highly educated workforces often create competitive advantages for companies in the business environment. Educated employees can help companies improve operations and possibly find new or better ways to produce goods and services. Employees with a solid business education may also provide companies with internal managerial candidates, allowing companies to promote emplfrom within rather than conducting extensive recruiting searches for managers.
Students who elect to study business may do so for a variety of reasons. They may be interested in business education because they want to learn about investments, develounderstand how economic principles apply to life. They may study business because they intend to go to work immediately after graduation from high school or a college. Some study business to learn the basics of entrepreneurship so they can start their own business. Still others may have decided that pursuing a college degree in business is their goal so they study business education to prepare for higher education..
ANALYSIS AND INTERPRETATION
The below table & graph show data from
Table No 1: Gender of Respondents
Gender
Male
Female
Total
The above Chart reveals about the gender of the respondents. It is evident from the above chart that 54% of the respondents are male and 46% of the respondents are female. This shows that Majority of them are male learners who have interest about business education but still there is healthy female population who likes business education.
54%
46%
Gender of Respondents
today's world, but also is critical for the success of our country. All students need to have a general understanding of how an economy operates and the role business plays in the economic wellbeing of this country. Not to mention, the absolute necessity for students to be able to understand and utilize technology in their personal and professional lives.
Recent studies show that 70% of secondary students want to start their own businesses; yet, only about 15% feel that they have the skills and knowledge to do so. Also, it is a well-publicized fact that today's graduates will change CAREERS at least seven times in their professional job years. This
to have the knowledge and skills it takes to become a lifelong learner and to harness the momentum of the business world to their advantage!
Highly educated workforces often create competitive advantages for companies in the business employees can help companies improve operations and possibly find new or
better ways to produce goods and services. Employees with a solid business education may also provide companies with internal managerial candidates, allowing companies to promote emplfrom within rather than conducting extensive recruiting searches for managers.
Students who elect to study business may do so for a variety of reasons. They may be interested in business education because they want to learn about investments, develop computer skills, or understand how economic principles apply to life. They may study business because they intend to go to work immediately after graduation from high school or a college. Some study business to learn the
hey can start their own business. Still others may have decided that pursuing a college degree in business is their goal so they study business education to prepare for
ANALYSIS AND INTERPRETATION
The below table & graph show data from Primary Research Methodology.
: Gender of Respondents
No of Respondents Percentage
27 54
23 46 50 100
The above Chart reveals about the gender of the respondents. It is evident from the above chart that e respondents are male and 46% of the respondents are female. This shows that Majority of
them are male learners who have interest about business education but still there is healthy female population who likes business education.
Gender of Respondents
Male
Female
today's world, but also is critical for the success of our country. All students need to have a general lays in the economic wellbeing of
this country. Not to mention, the absolute necessity for students to be able to understand and utilize
their own businesses; yet, only publicized fact that
today's graduates will change CAREERS at least seven times in their professional job years. This to have the knowledge and skills it takes to become a lifelong learner and to
Highly educated workforces often create competitive advantages for companies in the business employees can help companies improve operations and possibly find new or
better ways to produce goods and services. Employees with a solid business education may also provide companies with internal managerial candidates, allowing companies to promote employees
Students who elect to study business may do so for a variety of reasons. They may be interested in p computer skills, or
understand how economic principles apply to life. They may study business because they intend to go to work immediately after graduation from high school or a college. Some study business to learn the
hey can start their own business. Still others may have decided that pursuing a college degree in business is their goal so they study business education to prepare for
Percentage
The above Chart reveals about the gender of the respondents. It is evident from the above chart that e respondents are male and 46% of the respondents are female. This shows that Majority of
them are male learners who have interest about business education but still there is healthy female
Table No 2: Age of Respondents
Age No of Respondents
Below 18 years
18-35 years
35-50 years
50 years & above
Total
The above chart indicates the age of the respondents. The age of the respondents is classified into 4 groups. 8% respondents are below 18 years. 50% of the respondents are between 1830% are between 35-50 years and remaining 12% of the respondents are above 50 years. This gives us the understanding that the populations in ‘18informed and interested in the Business Education and are actively pursuing their carrier with the help of knowledge acquired through Business Education. However the population in ‘Below 18 Years’ category seems does not have a completthe Business Education.
Table No 3: Qualification of Respondents
Qualification
Undergraduates
Graduates Post graduates
Professionals
Total
The above chart shows the qualification of the respondents and it is clear that 8% of the respondents are undergraduates 44% of the respondents are graduates, 34% are post14% are professional. This indicates that lagraduation and they will be engaged in different business fields and they are applying the business education what they have learnt in graduation level in their working field.
0%50%
Below 18 years18-35 years35-50 years
8%50%
Age of Respondents
0%50%
8%44% 34% 14%
Qualification of …
No of Respondents Percentage
4 8
25 50
15 30
6 12
50 100
The above chart indicates the age of the respondents. The age of the respondents is classified into 4 % respondents are below 18 years. 50% of the respondents are between 18
50 years and remaining 12% of the respondents are above 50 years. This gives us the understanding that the populations in ‘18-35 years’ and ‘35-50 years’ age group are more informed and interested in the Business Education and are actively pursuing their carrier with the help of knowledge acquired through Business Education. However the population in ‘Below 18 Years’ category seems does not have a complete insight in to the advantages and opportunities provided by
: Qualification of Respondents
No of Respondents Percentage
4 8
22 44 17 34
07 14 50 100
The above chart shows the qualification of the respondents and it is clear that 8% of the respondents are undergraduates 44% of the respondents are graduates, 34% are post-graduates, and the remaining 14% are professional. This indicates that large numbers of learners are qualified as to the grade of graduation and they will be engaged in different business fields and they are applying the business education what they have learnt in graduation level in their working field.
35 years50 yearsAbove 50 years
30% 12%
Age of Respondents
Qualification of …
The above chart indicates the age of the respondents. The age of the respondents is classified into 4 % respondents are below 18 years. 50% of the respondents are between 18-35 years and
50 years and remaining 12% of the respondents are above 50 years. This gives us ’ age group are more
informed and interested in the Business Education and are actively pursuing their carrier with the help of knowledge acquired through Business Education. However the population in ‘Below 18 Years’
e insight in to the advantages and opportunities provided by
Percentage
The above chart shows the qualification of the respondents and it is clear that 8% of the respondents graduates, and the remaining
rge numbers of learners are qualified as to the grade of graduation and they will be engaged in different business fields and they are applying the business
Table No 4: Occupation of Respondents
Occupation
Employed
Self- employed
Homemaker
Student
Professional
Retired
Total
The above table shows the occupation of the respondents. It is clear from the the respondents are employed, 20% of the respondents are selfhomemaker, 16% of the respondents are students, 18% of the respondents are professionals and 4% of the respondents are retired. This gives the understanding that most of the respondents are employed.
Table No 5: Awareness of Business Education
Respondents
Aware Unaware
Total
In the above pie chart, we can observeand only 8% people are not aware ofin one or the other way.
0%20%40%
30% 20% 12% 16% 18%
Occupation of
Respondents
92%
8%
Awareness of Business
Education
of Respondents
No of Respondents Percentage
15 30
10 20
06 12
08 16
09 18
02 04
50 100
The above table shows the occupation of the respondents. It is clear from the above data that 30% of the respondents are employed, 20% of the respondents are self- employed, 12% of the respondents are homemaker, 16% of the respondents are students, 18% of the respondents are professionals and 4% of
gives the understanding that most of the respondents are employed.
: Awareness of Business Education
No of Respondents Percentage
46 92 04 8
50 100
observe that nearly 92% of learners are aware of Businessof it. This shows that most of the learners know about Business
18%4%
Occupation of
Respondents
Awareness of Business
Education
Aware
Unaware
Percentage
100
above data that 30% of employed, 12% of the respondents are
homemaker, 16% of the respondents are students, 18% of the respondents are professionals and 4% of gives the understanding that most of the respondents are employed.
Percentage
Business Education Business Education
Table No 6: Types of Business Education
Types
Formal Informal
Total
From the above data it is evident that 74% of respondents are from formal business education background and 26% respondents are from informal business education background. Thus it can be analysed that learners can take business education through both formal and informal methods.
FINDINGS:
Below are the important findings from the study conducted for this conference paper:
• Learners in secondary and under graduation do not have proper insight into the advantages and the career opportunities offered by the business education.
• The lack of motivation is stopping the younger generation from perusing the career based on Business Educations.
• The learners are lacking the encouragement to choose the Business Education as ab carrieoption.
CONCLUSION:
Business Education is a critical step in building a healthier and competent business environment in the country. Having our younger generation informed, interested and motivated in Business Education is very important. Involve the undergraduate learners in seminars and workshops which give them an insight in to opportunities in the different kinds of business. Include lot of real life examples about the entrepreneurs and the success stories in the curriculum teaching, so that students continue learning lot about the Business Education enthusiastically. The students perusing the graduation may have the public awareness sessions to spread the awareness among general public. Personnel at Higher Education and Training instteaching and learning strategies, in order to strengthen students’ foundation in business knowledge and, more importantly, better promote the development of critical business competencies.
REFERENCES:
• Issues in Business Education Programme: Challenges to National TransformationJournal of Education and Practice www.iiste.org ISSN 22222015
• Why should you take Business Education Classes?http://www.northcrawford.com/faculty/shuba
74
26
Types of Business
Education
: Types of Business Education
No of Respondents Percentage
37 74 13 26
50 100
From the above data it is evident that 74% of respondents are from formal business education background and 26% respondents are from informal business education background. Thus it can be
business education through both formal and informal methods.
Below are the important findings from the study conducted for this conference paper:
Learners in secondary and under graduation do not have proper insight into the advantages areer opportunities offered by the business education.
The lack of motivation is stopping the younger generation from perusing the career based on
The learners are lacking the encouragement to choose the Business Education as ab carrie
Business Education is a critical step in building a healthier and competent business environment in the country. Having our younger generation informed, interested and motivated in Business Education is
ergraduate learners in seminars and workshops which give them an insight in to opportunities in the different kinds of business. Include lot of real life examples about the entrepreneurs and the success stories in the curriculum teaching, so that students get motivated and continue learning lot about the Business Education enthusiastically. The students perusing the graduation may have the public awareness sessions to spread the awareness among general public. Personnel at Higher Education and Training institutions should encourage the adoption of different teaching and learning strategies, in order to strengthen students’ foundation in business knowledge and, more importantly, better promote the development of critical business competencies.
ues in Business Education Programme: Challenges to National TransformationJournal of Education and Practice www.iiste.org ISSN 2222-288X (Online) Vol.6, No.21,
Why should you take Business Education Classes? http://www.northcrawford.com/faculty/shubatch/why_bus_ed.cfm
Types of Business
Education
Formal
Informal
Percentage
100
From the above data it is evident that 74% of respondents are from formal business education background and 26% respondents are from informal business education background. Thus it can be
business education through both formal and informal methods.
Learners in secondary and under graduation do not have proper insight into the advantages
The lack of motivation is stopping the younger generation from perusing the career based on
The learners are lacking the encouragement to choose the Business Education as ab carrier
Business Education is a critical step in building a healthier and competent business environment in the country. Having our younger generation informed, interested and motivated in Business Education is
ergraduate learners in seminars and workshops which give them an insight in to opportunities in the different kinds of business. Include lot of real life examples about the
get motivated and continue learning lot about the Business Education enthusiastically. The students perusing the graduation may have the public awareness sessions to spread the awareness among general public.
itutions should encourage the adoption of different teaching and learning strategies, in order to strengthen students’ foundation in business knowledge and, more importantly, better promote the development of critical business competencies.
ues in Business Education Programme: Challenges to National Transformation 288X (Online) Vol.6, No.21,
• Business Education http://www.encyclopedia.com/social-sciences-and-law/economics-business-and-labor/businesses-and-occupations/business-education
• The Business of Good: Social Entrepreneurship and the New Bottom Line by Author: Jason Haber
• Business Line News Paper by The Hindu
ROLE OF ENGLISH AND COMMUNICATION IN BUSINESS EDUCATION
Ms. ASHA K R
Shakuntaladevi International Institute of Management Sciences. Email: [email protected]
ABSTRACT
"The art of communication is the language of leadership."Success in business is often depend on one single important word – communication; and most of it happens in English. English was the most widely used language in the world of trade and commerce over the past decades. As a result, having an excellent knowledge of English for business has become vital for success in any employee’s career. In today’s business oriented world, English is widely used as the major medium of communication for both small business concerns and large corporate entities. In almost all of the developing nations all over the world, English is the preferred language in the business community as many business partners nowadays do not speak the same native language.It can cross international borders and transcend language compatibility barriers that have made English the most sought after language in today’s corporate world. The proficiency of the language has also made it a vital part of success in the highly competitive corporate world.
The purpose of communication in business is to convey in a best possible manner the core reason behind the initiatives such as to retain clients, maintain cordial relationship with business partners and serve to expansion of business. It acts as the catalyst for growth in any Business.
THE OBJECTIVE OF THIS PAPER IS TO EXAMINE SIGNIFICANCE OF ENGLISH AND
COMMUNICATION IN BUSINESS.
KEY WORDS: ROLE AND IMPORTANCE.
INTRODUCTION:
English has become an essential language for communication since it is the most commonly used language. It can give people the opportunity to meet and understand one another to improve worldwide harmony. English has become an essential language for communication since it is the most commonly used language.
English is the strategic instrument for communication in several areas. There are better job opportunities due to English is the official language in many developed countries. English helps people understand new cultures and has access to scholarships, internships, new experiences, knowledge sharing. English has become the most widely used language in the world of trade and commerce over the past decade or two. As a result, having an excellent knowledge of English for business has become vital for success in any employee’s career.
The spread of the English language can be traced back to the days of the colonial expansion and has become the default language in all official forms of communication in most countries around the world. In today’s business oriented world, English is widely used as the major medium of communication for both small business concerns and large corporate entities alike. In almost all of the developing nations all over the world, English is the preferred language in the business community as many business partners nowadays do not speak the same native language.
It can cross international borders and transcend language compatibility barriers that have made English the most sought after language in today’s corporate world. The proficiency of the language
has also made it a vital part of success in the highly competitive corporate world. Many reputed organisations around the world rely on English as a means of communication in everything from emails to corporate documentation to even popular and well-read business resources both in print and over electronic media. English is being used as the official language in over 70 countries. Fluency in English, both written and spoken plays a critical role in many aspects of corporate life from securing employment to communicating with client and achieving cohesive business partnerships all over the world.
Apart from having an impressive command of spoken English today’s competitive corporate culture demands an equally impressive command of written English as well. It is mainly because almost all forms of business communication such as emails, presentations, sales and marketing and even corporate legal documentation are now carried out in English.
OVER VIEW OF LITERATURE:
The Role of English in the 21st Century The world is in various stages of social, economic, and demographic transition. Economically and politically, the world has changed more rapidly in the past few years than at any time since 1945. The emerging global economy is both competitive and interdependent. It reflects the availability of modern communications and production technologies in most parts of the world.
According to The Economist (1996), English continues to be the world standard language, and there is no major threat to the language or to its global popularity. But, changes are coming. An international economy two factors drive this global marketplace.
First, many manufactured products have one or more foreign components. Second, more than half of all imports and exports, which governments label foreign trade, are transacted between domestic companies and their foreign affiliates. The increasing globalization of the marketplace is forcing companies to pay more attention to international developments. Domestic firms are adjusting their structures and methods of operation to fit a broader and rapidly changing economic environment.
English usage in science, technology and commerce, the ability to incorporate vocabulary from other languages and the acceptability of various English dialects. In science, English replaced German after World War II. With this technical and scientific dominance came the beginning of overall linguistic dominance, first in Europe and then globally.
Today, the information age has replaced the industrial age and has compressed time and distance. This is transforming world economies from industrial production to information-based goods and services. Ignoring geography and borders, the information revolution is redefining our world. In less than 20 years, information processing, once limited to the printed word, has given way to computers and the Internet. Computer-mediated communication is closing the gap between spoken and written English. It encourages more informal conversational language and a tolerance for diversity and individual style, and has resulted in Internet English replacing the authority of language institutes and practices.
Instead, it may supplement or co-exist with languages by allowing strangers to communicate across linguistic boundaries. It may become one tool that opens windows to the world, unlocks doors to opportunities, and expands our minds to new ideas.
"English is without a doubt the actual universal language" said Carlos Carrion Torres of Brazil. While English is not an official language in most countries, it is the language most often taught as a second language. English is most widely used in communicating around the world. The information that the researchers gathered about communication and English made them realize that the two terminologies must be always together. Good communication creates a good ambience and relationship between
everyone in every organization especially if it is inside a business while English is now required in every company.
RESEARCH OBJECTIVES:
• To study of significance of English and communication in Business.
• To examine the essentials of communication in international business.
• To be able to understand the necessities and considerable suggestive measures.
RESEARCH METHODOLOGY:
The study focuses on extensive study of Secondary data collected from various books, National & international Journals, publications from various websites which focused on various aspects of significance of English and communication in business education.
RESULTS AND DISCUSSIONS:
Role and Importance:
� English language has become the fastest increasing scientific language in the world. The English language is at present occupying the position of a commercial language, connecting East with the West and South with the North. More than two billion people all over the world speak English and that number increases every day.
� English language skills will not only allow for access to commerce and trade, it also provides an efficient way by which business is conducted. The use of English language for cross-border communications is important in many areas of trade ranging from tourism to the trade in financial services.
� Effective communication is the key to success. No matter how good your selling techniques are, or how good your marketing proposal is, poor language skills destroy all your efforts. And also it is important as a business professional to be able to communicate effectively with overseas business partners. Proficient and proper use of English is vitally important.
� More than 90% of websites are written and created in English with 80% of the data stored in the computers around the world is in English. An impressive 36% of the internet users communicate in English. Today a good knowledge in English belongs to the most important requirements in many professions.
� Many multi-national companies when dealing with cross-border business communication will do it in English. English is a language of art, the film industry, music and books. English is a great trigger for increasing the self esteem of a person. Nowadays almost every field demands English.
� English is a very important language in this world and it is the easiest language of the world to learn. English is the ideal language for many governments around the world, and it is also prominent in business, education, world news, and communication. If you wish to be successful in International business, learning English is incredibly important. English has emerged as the global language of trade and commerce in the past few decades, affecting many key aspects of business in the modern world.
� Customer service is one of the most important ingredients of the marketing mix for products and services. High quality customer service helps to create customer loyalty. Customers today are not only interested in the product they are being offered but all the additional elements of service that they receive from the greeting they receive when they enter a retail outlet, to the refund and help that they receive when they have a complaint about a faulty product that they have paid for. And also they are affected with communication skills
� An organization’s opportunities will become limitless once their employees proficiency level in English increases. English is widely used in communication process. Communication with International Organizations like, WTO, IMF, World Bank, ISO.
� English spread throughout the world as a result of English colonial rule and enabled many of the indigenous peoples of the countries they governed to learn English. English became accepted as the standard for communication in many African and Asian countries which had disparate languages and dialects, and English soon became an accepted standard language for global trade and commerce. In the modern world, English is key in several major global industries.
� Many of the world's largest stock exchanges are based in English speaking countries. English has become a key language for investment, foreign exchange, and banking. Many large corporations organize and pay for business English classes for their staff. Ambitious students from overseas often wish to study in an English speaking country in order to improve their English and therefore also their job prospects.
� Many companies have discovered early in the 21st century that they can cut their costs of production by sending their jobs overseas. The proper term for this is outsourcing, or offshoring. Some companies have also found that they can cut costs by bringing immigrants into the country on work visas. The employees will work for the company for a given period of time, and once their visa has expired, they can return home. For someone living in a country where English is not the native language, they will need to master this language if they wish to travel to the United States to find a high paying job.
� While many people in English speaking countries complain about the impact of outsourcing, it presents lucrative opportunities for people living in foreign countries. Learning how to speak English can allow you to travel to a Western country, work there for a few months, make more money than you would make at home, and then bring the money back home to your family. This is a practice that many people use, and it is factors such as outsourcing which have allowed them to do it. As you can see, learning how to speak English opened up a large number of doors, doors that would normally be closed.
CONCLUSION AND IMPLICATIONS:
These views and suggestions are based on our study of the role of English and communication in business education and its significance for both the business organisation and the individuals.
Many factors point to the reason why English has seen exponential growth in recent years, but it all boils down to the English language being the "global language" of business, politics, international relations, culture, and entertainment for so many countries worldwide.
In some industries, knowledge of business terminology in English is critical for entry into and the success of a business. Workers need to have an understanding and command of detailed vocabulary dealing with specific concepts in order to be able to communicate effectively with other professionals in the business. Examples of specialized businesses requiring knowledge of English include computing, engineering, science, technology, medicine and law.
In many countries where English is not the native language, you are considered highly educated if you can speak the language properly. You will be presented with a number of career opportunities, and you will have the option of staying home to work, or you could travel abroad. When you learn how to speak English, the opportunities are limitless.
REFERENCES:
Books referred:
• Business English-by Samson
• Creative English for communication-by Krishna Swamy
Websites visited: www.studycommunications. , www.educatorstechnology., www.wikipedia.com
CREATING AWARENESS AND DEVELOPMENT IN STUDENTS FOR BUSINESS
EDUCATION
R. Sathyanarayana (Author) Vijay S Narayan (Co-Author)
Abstract
India is developing rapidly in respect of various fields like information technology, pharmaceuticals, medical, science, political and legal reforms, socio cultural changes etc; in this dynamic environment, Business education has a major role to contribute for the development of overall country’s progress. India is moving ahead with lot of visions about the future achievement by 2020.
Education is the single most significant tool we have for individuals to improve personality, impart the required skills for job market, enhances the individual knowledge to grab the various opportunities and so on. However, business education in India is not able to withstand against the global competition with respect to quality and poor human resource development.
In respect of development of human resource, this paper focuses on development of students and creating awareness about the business education. There are many issues in respect of student’s development for business education, particularly among students from poor background. Many students from poor background are never exposed to availability of quality business education at business level. Merely promoting busines education among affluent population would not bring expected growth. Rather the importance of education should reach those poor students for which we need to address their issues in respect of business education. Hence, this paper concentrates on the issues faced by poor students and development and creating awareness among them about business education. The methodology employed for this study is based on the primary and secondary data.
1. Introduction
The key element to harness India’s demographic dividend is through business education at business level, since India has huge youth population there is need to give more importance to business education, which would have spillover effects in various sectors of the country and lead to balanced growth. With many state universities in bad conditions, students prefer to take the business education in the private university and colleges, hence it is the important to note there is great need to improve the state universities and colleges. In addition to this the private institutes should be monitored well in respect of infrastructure development, teachers training, research facilities, development of relevant curriculum etc.
Background of the study
By 2030, India will be youngest nation in the world. With nearly 140 million people will be in the college- going age group. So there is greater requirement to have vision in the business education for 2030. No doubt our country strive became pioneer in business education respect of access, equity and quality. In order to achieve the various goals of business education by 2030 there should be total commitment from all stakeholders.
This paper focuses on creating awareness among students about the importance of business education and developing them for business education particularly students from low cadre of the society. These students still constitute majority in numbers in our country and they are not given enough training and development or not even aware of the importance of business education in coming days. These issues mainly due to the following reasons:
� Poor development of students at primary levels, � Hindrance of social background, mostly among girl students, � Lack of motivation to take up business education from early stage of college life, � Financial constrains force many to drop out from the UG level and take up the job without
any ambition.
Like these, there are many issues with these students who are not exposed to business education preparation in advance by taking exams like CAT and MAT. Availability of quality faculty also plays major role in enhancing the quality of business education and most colleges and universities are now keen on improving the teacher’s skills to support students. Nevertheless, these quality teachers mostly are not available to poor students to assist them from the early stage of their education system.
Enrolment by social groups
The goal of a progressive business education system is to ensure that that the education is available uniformly to all concerned without any bias. Therefore, it is imperative to understand business education system on various social parameters. There is huge concentration of private institution in urban areas, which aim to attract young urban population towards business education. However much importance is not given for rural students, therefore there is an urgent need to broaden the institutional reach in rural areas in order to strike a balance. Besides, there are lot differences between various groups of students in the accessibility of business education. Poor learning outcomes are also attributable to lack of trained teachers and their heavy absenteeism, pathetic infrastructures, all pointing to governance mechanism and lack of understanding of students. Lack of motivation to youth of this country and affordability on the part of parents could be cited as main reasons for the response to business education.
2. Statement of the Problems
The raising issues among poor students to purse business education are many, this paper gives important to those students who belong to poor background, financially not sound to invest in quality education, not motivated enough to take up the right course in business education and lack of preparation at their early age of college studies.
• Education should be equally accessible to all; unfortunately, poor students are not given enough exposure about business education at their teenage level of studies.
• There is no proper awareness and development of poor students to take up right business education course.
3. Objectives of the study
Education is the effective tool to change the youth of this nation and to drive the nation forward with quality leaders. However, poor is denied to take up quality business education and having privilege to study in eminent institutions.
• To understand the issues of poor students for taking business education
• To study the present situation and plan of those student for business education
4. Research Methodology
This research paper has conducted quantitative research. Quantitative research employs counting and evaluating of events and performs the statistical study of the numerical data
Descriptive Research
This is a fact-finding investigation with adequate interpretation. It is more specific, as it has focus on particular aspects. Descriptive research because the research aims acharacteristics of the problem under study and provides a systematic description that is factual and accurate as possible.
Type of data:
Primary Data: In this paper both primary and secondary data sources were used. Primary data wcollected by means of questionnaire. Questionnaires were distributed to students of 1Sample of 100 students of two different colleges are taken for study.
Secondary Data: The secondary data was collected from the journals, Indian managemand newspaper (Mint money, Times of India) published paper.
5.Analysis and Interpretation of Results
Based on the above statement of the problems and objectives of the study the research paper formulated seven significant questions to obtainin order to know that how students are preparing for business education, the their learning capacity, teaching level in the college, future plan about the business education, their view about the busineeducation and most importantly what are the problems they face to take up business education.
Figure 1
The above pictures indicate that majority of the students agree with the current syllabus and they also strongly agree that teachers provide enough guidance to take up business education. These can motivate to take up the business education.
Figure 3
In the above analysis we can see that significant number of the students like to do business education through regular college which is good news, however in the next chart we can see that majority
44%
45%
7%4% 0%
Strongly
Agree
Agree
Neither Agree
or Disagree
0% 20% 40% 60%
Regular College
Correspondence
College
finding investigation with adequate interpretation. It is more specific, as it has focus on particular aspects. Descriptive research because the research aims at identifying the various characteristics of the problem under study and provides a systematic description that is factual and
: In this paper both primary and secondary data sources were used. Primary data wcollected by means of questionnaire. Questionnaires were distributed to students of 1st
Sample of 100 students of two different colleges are taken for study.
: The secondary data was collected from the journals, Indian managemand newspaper (Mint money, Times of India) published paper.
Analysis and Interpretation of Results
Based on the above statement of the problems and objectives of the study the research paper formulated seven significant questions to obtain feedback related to business education. This is done in order to know that how students are preparing for business education, the their learning capacity, teaching level in the college, future plan about the business education, their view about the busineeducation and most importantly what are the problems they face to take up business education.
Figure 2
The above pictures indicate that majority of the students agree with the current syllabus and they also provide enough guidance to take up business education. These can
motivate to take up the business education.
Figure 4
In the above analysis we can see that significant number of the students like to do business education college which is good news, however in the next chart we can see that majority
Strongly
Agree
Agree
Neither Agree
or Disagree
45%
37%
10%
8% 0%Strongly Agree
Agree
Neither Agree
or Disagree
60% 80% 100% 40% 45% 50%
Yes
No
finding investigation with adequate interpretation. It is more specific, as it has focus on t identifying the various
characteristics of the problem under study and provides a systematic description that is factual and
: In this paper both primary and secondary data sources were used. Primary data was st PUC, B.com.
: The secondary data was collected from the journals, Indian management magazine,
Based on the above statement of the problems and objectives of the study the research paper feedback related to business education. This is done
in order to know that how students are preparing for business education, the their learning capacity, teaching level in the college, future plan about the business education, their view about the business education and most importantly what are the problems they face to take up business education.
The above pictures indicate that majority of the students agree with the current syllabus and they also provide enough guidance to take up business education. These can
In the above analysis we can see that significant number of the students like to do business education college which is good news, however in the next chart we can see that majority
Strongly Agree
Agree
Neither Agree
or Disagree
55%
number of the students are not preparing for business education.This may be one reason why they do not get an opportuity to study quality business education in the eminent insti
Figure 5
In the above analysis we can apparently view finance asstudy business education and followed by all the other issues. There are some students who are concerned about the lack of creativityconstant training and development for teachers besides preparing students for business education.
Figure 6
The above analysis is done to understand the intention of students to study business edaccordingly the majority students indicated to study for job requirements, hence they need to be prepared and given career counseling to decide right job and developing such students for business education in those areas.
In the next category, we find that 27% of students want to study to enhance the knowledge about the subject. This category should be given more attention, because this group is the main for the development our country in business.
57%
8%1%1%
14%
19%
27%
55%
13%
5%
number of the students are not preparing for business education.This may be one reason why they do not get an opportuity to study quality business education in the eminent institutions.
e can apparently view finance as the major bottleneck for the poor students to study business education and followed by all the other issues. There are some students who are concerned about the lack of creativity in education, this is where we need to focus on providing constant training and development for teachers besides preparing students for business education.
The above analysis is done to understand the intention of students to study business edaccordingly the majority students indicated to study for job requirements, hence they need to be prepared and given career counseling to decide right job and developing such students for business
find that 27% of students want to study to enhance the knowledge about the subject. This category should be given more attention, because this group is the main for the development our country in business.
57%
Finance
Poor Infrastructures
Poor Campus interview
Management
Poor teaching
Lack of creativity
Above all
27%
To enhance knowledge
in the subject
To study for right job
To please parents
To just engage in
something
number of the students are not preparing for business education.This may be one reason why they do
the major bottleneck for the poor students to study business education and followed by all the other issues. There are some students who are
in education, this is where we need to focus on providing constant training and development for teachers besides preparing students for business education.
The above analysis is done to understand the intention of students to study business education, accordingly the majority students indicated to study for job requirements, hence they need to be prepared and given career counseling to decide right job and developing such students for business
find that 27% of students want to study to enhance the knowledge about the subject. This category should be given more attention, because this group is the main for the
Limitation of study
• This paper is concerned with creating awareness and developing for business education only with respect to poor students.
• The study is confined with only two colleges in Bangalore namely Ambedkar and United Mission PU and Degree College.
6. Summary of Findings
The aim of this research paper is to find situation of the poor students in respect of business education and the areas where they need to be prepared and trained for business education.
• Many students preferred to go for regular colleges though finance is the major hindrance, and hence they need to be given proper guidance to join the right institutes where they would be given good exposure in business education.
• The research also found that many are not preparing for business education along with academic classes.
7. Suggestions
• Financial assistance is important for poor students to take up business education, hence government should concentrate on this issue and address through relevant schemes.
• Awareness programs should be conducted for students from their early stage of college life and this would motivate them to take up business education.
• Proper career counselling to be given for the students to choose the right course as per their capacity.
• Infusing them to prepare for business education is very important to take up quality business education.
8. Conclusion:
The goal of a progressive business education system is to ensure that the education is available uniformly to all concerned without any bias. India has huge youth population hence there arises the need to give more importance to business education; so that we can prepare the young students to be subsequent leaders in Indian corporate environment and framing right corporate governance. This would have spillover effects in various sectors of the country and lead to balanced growth. Lack of motivation to youth of this country and affordability on the part of parents could be cited as main reluctance to take up business education. Hence Government should take this reason into consideration and provide necessary loan facilities through banks to the needy poor students to uplift their business education and promote eminent institution to be part of this goal to support poor students to pursue business education.
Bibliography:
Indian Management magazine Mint Money (News paper) www.planningcommissionofindia.nic.in
SKILLS EMBEDDED IN BUSINESS EDUCATION TO INCREASE EMPLOYABILITY
Mrs. Vijayalkshmi K R,
SRN Adarsh College, Chamrajpet, Bangalor
M.S.Ranganatha Swamy,
SRN Adarsh College, Chamrajpet, Bangalor
Introduction
Degree certificate alone is not sufficient to connect Campus with Corporate. A degree or a Certificate in Business Education is a basic criteria. It helps the student in not getting eliminated in the screening level. It enables the student to be considered for selection process. That means the student is eligible to apply for the job. It does not mean that the student is employable. For the student to be employable, he/she has to fulfill several other requirements. That means expectation from the corporate from the candidate is something more than a mere degree certificate. Along with the basic qualification, the corporate expects lot more from the candidate that is not taught in the regular curriculum.
For the student to have a better chance of getting a job is not just academic excellence. Student should have certain skills that will increase the chances of getting a job. These skills are not taught in the college in the syllabus.
In other words certain skills learnt and practiced will make the student employable. Mr. N.R.Narayana Murthy, Co-founder of INFOSYS says that majority of the university graduates are not employable. That means the students lack certain skills that make them employable.
Can these skills be taught in the college? Can they be acquired? Can they be learnt separately? Should it be enforced on the students? ……. This paper attempts to find out answers to some of the following related questions.
1. What is Business Education 2. Should skills be embedded in the Business Education? 3. What skills should be embedded? 4. What the corporate expect? 5. What the colleges are offering to their students? 6. How to bridge the gap between what the colleges teach and what the corporate expects?
TITLE OF THE STUDY
SKILLS EMBEDDED IN BUSINESS EDUCATION TO INCREASE EMPLOYABILITY.
PROBLEM DEFINITION
There is an imbalance of supply and demand of candidates for employment in the Industry. Supply being more than the demand, as the students coming out of the colleges exceed in number than the required number in the Corporate.
Again, all those students who are churned out of the colleges do not fit in to the requirements of the Corporate. That means these students lack certain skills that are not learnt in the colleges.
Can the above said skills required by the corporate be taught in the colleges along with curriculum teaching? If so what are these skills and how can they be embedded in the Business Education.
Objectives of the Study
1. What is Business Education? 2. Should skills be embedded in the Business Education? 3. What skills should be embedded? 4. What the corporate expect? 5. What the colleges are offering to their students? 6. How to bridge the gap between what the colleges teach and what the corporate expects?
Research Methodology
It is an exploratory study. It attempts to identify the skill sets required by the corporate and tries to find out whether the required skill sets to be embedded in the Business Education to make the students more employable.
The study was conducted by using both secondary and primary data. Sample survey was conducted from the selected Corporate in around Bangalore city. Sample size: 20 Sample type: Convenience sample Sample Unit: HR Executives and Senior Managers of Corporate in Bangalore. Tools of Data collection: Telephonic conversations, emails, through common friends and informal meetings. Unstructured questions with face to face interview (including telephonic) and emails.
Scope of the Study
To understand the skills that are required by the students increase their employability and how they can be embedded along with the Business Education. In other words to know the gap between what industry want and what students possess.
Limitations of the study
The study tries to explore the term employability and how the employability can be enhanced through college education in general terms.
The study has taken corporate as one and has not gone in to segmentation of the industry and hence, could not explore the specific skills required by specific industry.
DATA COLLECTION Secondary Data
Secondary data was collected from the advertisement released by some corporate seeking application for the job in their organization. Under the headings like Candidates profile and job requirements certain qualities and capabilities that were mentioned were noted down and analyzed.
Primary data
HR Managers, HR executives, HR consultants, Senior Managers of the corporate and fresh recruits in the corporate were interviewed in depth about their expectations from the candidates. They were also asked about their opinion on how, where and when these skills that improve their employability should be taught/learnt.
CORPORATES
History and growth
India in pre Independence period was mainly was mainly dependent on agriculture. Few public sector companies and some Indian business houses dominated the economy. Manufacturing Industry dominated the business and the service sector was limited to some basic services like electricity, telecom, etc,
Post-Independence, though the Industry grew at a good pace, it was limited to turn key projects like steel, cement, textiles, etc, again Manufacturing industry dominated Indian Business.
Post-liberalization opened the floodgates for not only MNCs but also for a rapid growth of service Industry. From eighties itself software had shown the signs of good growth. However, post-liberation there was a boom in the software industry. Software, BPO, FDI, FII, Auditing, Investment Banking, NBFCS, Private Banks, Private Insurers, Aviation, travel, tourism, etc spurted like a bang. Today in India undoubtedly service industry dominates the business and also growing at a very high pace. Manufacturing is lagging behind and the growth is limited.
So, the employment opportunity for our students is mainly from the service sector and even in the manufacturing companies the opportunities are in the areas of service. That means certain skills sets required by service industry is the criteria for getting a job.
When manufacturing was dominating the economy, the corporate requirement was Educational qualification and experience.
In today’s scenario filling up vacancies in the above said companies have undergone a transformation.
Today the corporates approach towards Human Resource Management has transformed to that extent that they call it as Human Resource Development. The focus is on Human Resource and they give importance and priority to Human Resource. Today the employee is considered as an asset compared to the yester years where employee was treated as just another resource like machine and material.
From enforcing the discipline on employee’s and using coercive methods to get from the employee’s today corporate are treating employees as their partners in growth.
HR Policies and Recruitment Policy.
HR Policies of corporate today is employee centric. In the sense they give lot of importance to an employee as a human being. They are pampered with loads of emoluments and perquisites. Today corporates objective is to recruit, select and retain a good candidate. Salary is not a constraint for the right candidate.
At the same the expectation from the candidates also has changed. They expect 100% commitment from their employees. Unlike earlier day where the employee was appraised on the efforts, today they are appraised on the results.
Today the recruitment policy is different. They want to recruit youngsters from the campus. They recruit the candidates when they are in the final semester/year or in the penultimate semester/year of the study. They don’t mind waiting for the candidate to report for job later. Some times as late as one or two years.
EXPECTATIONS FROM THE CANDIDATES.
Campus recruitment, good salary, good treatment, flexibility, etc, Along with these said benefits, the expectation of corporate from the students also has changed.
They are not satisfied with the degree certificate alone. Weightage given for the academic excellence is also limited. That means the academic excellence alone cannot fetch a job for our students.
Corporates expect certain set of skills from the candidates that makes them confident of recruiting the candidate. These skill sets are independent of academics and also the curriculum.
This is because for our students, what they have studied and understood in the college will not be put to use in the corporate. What they have studied and what they have to execute in the corporate are not linked to each other.
Then what are these skill sets that enables a student to get a job in the corporate. That means our students do not become employable with only degree certificate, academic excellence, and knowledge of what is taught in the college.
A student becomes employable when he/she acquires a set of certain skills that is expected by corporates.
EMPLOYABILITY Meaning
Employability is the ability of the candidate/student to match the requirements expected of a corporate from the candidate, in other words, possession of certain set of skills that is required to join a corporate.
Constituents A set of certain skills that are independent of academics. Acquisition
Though these skill sets are considered to be inbuilt in a person. Unfortunately all are not blessed with these skills from the birth.
So the best place to learn and acquire these skills is the college and the best time is before the completion of studies.
DATA ANALYSIS
1. Trade Skills of the candidates is not a major issue. Because the corporates do not expect the candidates to be experts in their domain. A basic knowledge is sufficient. Any way the recruitee’s are trained before engaging them for the actual work.
2. In today’s corporate world soft skills are essential part of the job. Whether it is interaction with the customers, clients, peer group, seniors, juniors, subordinates or bosses, the soft skills is very essential
3. Essential soft skills are like communication, attitude, team work, patience, persistence, goal determination and goal setting, presentation skills (particularly ppt presentation), empathy, accent, values, beliefs, ethics, etc,.
4. Unfortunately the skills that are expected by corporates are neither in the syllabus nor it is taught in the institution. Though some of the soft skills are taught, they are confined to theory classes and the students do not have a deep insight in to any one of them.
5. The student are used to appreciations, pampering, mischief, heroism, indiscipline, excuses, etc, in the institution that are contradictions in a corporate.
6. So the students have not learnt the soft skills during their studies. Corporates do not have patience and time to teach these soft skills to their incumbents. Also, the corporates feel that it is too late to teach the people at this stage, where the people have got employment already.
7. Hence, the qualification, marks scored in the examinations, institution/university studied and other such parameters are only the eligibility criteria. Eligibility not to reject the application without scrutiny. That means academic excellence will only get an opportunity to be called for recruitment process and will no way ensure employment.
8. Another important information given by the corporates is that many of the academic achievers fail to pass the preliminary aptitude test. Does that mean many of our high scoring students do not have aptitude?. Yes the corporates say.
9. That is our students lack general knowledge, current affairs, reasoning, mathematics, basic idea about excel and so on.
10. Then lack of aptitude and insufficient soft skills are the two major factors that deny job for our students in a corporate. This opinion is unanimous among the corporates irrespective of the industry.
DATA INTERPRETATION
1. Business student have the eligibility to get in to any corporate on the strength of their qualification and academic achievements. But this alone will not ensure a job for them. Though the students are eligible they are not employable.
2. Then what makes them employable? According to the corporate source, what makes a student employable is employable skills. These employable skills are not taught in the colleges in their regular syllabus.
3. These employable skills are aptitude (general knowledge, current affairs, reasoning, logic and so on) communication, team work, empathy, values, beliefs, ethics, and assertiveness and so on.
4. So the employable skills are not taught in the colleges and many students do not possess them by default as they don’t learn from independent sources and hence they do not possess employable skills. That is why many of our students are not employable.
FINDINGS OF THE STUDY
1. The colleges are producing graduates year after year. The number is increasing. At the same time content, delivery, curriculum and impart of knowledge has not changed accordingly.
2. Colleges are keener on getting good pass percentage for the students. They are concerned about completing the formalities rather than the overall development of the students.
3. Students are evaluated based on their academic performance. 4. Corporates do not select students only on the academic performance 5. Corporates expect soft skills like communication, team work, values, etc. 6. Colleges do not teach the soft skills on a regular basis. 7. Even if the colleges are exposing their students to soft skills, it done as extracurricular
activity. Hence, the students will not be incorporate the same. 8. Corporates expect the colleges to prepare the students on soft skills.
RECOMMENDATIONS
1. There is an urgent need for the colleges to know what exactly the corporate expect from the students.
2. Colleges should develop a content on the requirement of corporate. The content should be made in to a curriculum. The curriculum should be taught in the same way as academics are taught. There should be a regular time table. At the end of the course there should be a evaluation process. Based on the evaluation students should be certified.
3. Nowadays many corporate are inviting a tie up from the colleges to train their students in skills required by the corporate. This opportunity has to be utilized.
4. So the skills have to be embedded in the course. A weightage has to be given to the embedded course.
5. Now a days finishing schools are gaining popularity where, after completion of the course the students are trained in bridging the gap between the academics and the corporate expectations. This can be conducted in the same way as they complete house surgeon course after MBBS.
CONCLUSION
There is no match between what is taught in the colleges and what the corporates expect. What corporates expect cannot be taught on adhoc process. It is possible through a regular embedded program along with the academics. Due weightage should be given to soft skills. The curriculum for the soft skills course should be decided in collaboration with the industry experts.
APPENDIX
JP MORGAN ADMINISTRATIVE, (Key Skills)
• Ability to manage multiple projects simultaneously • Superior oral and written communication skills • Knowledge of general office procedures • Strong computer skills, including Microsoft® Office knowledge • Ability to support team goals and initiatives
JP MORGAN ACCOUNTS (Key Skills)
• Accounting or Finance background • Knowledge of appropriate regulatory requirements • Strong communication and problem-solving skills • Ability to collaborate across many teams and business functions • Adaptability to changing business needs and requirements
BIBLIOGRAPHY
Corporate Skills You Need For A Killer Startup Career
http://www.forbes.com/sites/dailymuse/2013/12/11/14-corporate-skills-you-need-for-a-killer-startup-career/#7ffae3a15eb1 1. Avoiding Analysis Paralysis 2. Getting the Job Done 3. Working With Big Businesses 4. Selling Yourself 5. Running Split Tests 6. Growing a Thick Skin 7. Always Bringing a Solution 8. Always Having a Point of View 9. Organizing Thoughts 10. Structured Writing 11. Using Microsoft Excel 12. Being Patient 13. Organizing and Systemizing https://www.infosys.com/careers/ www.ey.com/in/en/careers https://www.icicicareers.com/
STRATEGIES AND POLICIES FOR GLOBAL COMPETENCY IN BUSINESS EDUCATION WITH SPECIAL REFERENCE TO INDIAN CONTEXT
Ms. MEERA V
SURANA COLLEGE,
BANGALORE
Ms.SUNITHA C.R
SURANA COLLEGE,
BANGALORE
Ms. VINATHA B R
SURANA COLLEGE,
BANGALORE
INTRODUCTION
Education is the most important part of our life. A good education is the key to success this can affect the cost of living with a good education there is always a good possibility of getting a better job.
Higher education provides considerable value to individuals, the economies where educated individuals work and live and society in general. Of all the streams Commerce and Management provides considerable value to individuals.
"Real commerce education is economic education-economic education, not of academic sort, long on theory and short on facts, but economic education which will give the student knowledge of the basic realities of business life and relationships. Commerce course is purely additive and essentially su-perficial. It is necessary that every professional lawyer, doctor, engineer-can be benefited from commerce education. The growing phenomenon of Globalisation, Liberalization and Privatization has been immensely influencing Commerce and Management Education. . Expansion of liberal commerce education, as a matter of fact indiscriminate expansion in its wake, has brought about certain problems too. The quantitative expansion has definitely resulted in qualitative degeneration. As a result, today a Commerce graduate has little edge over his counterparts in being selected to such positions which were once considered his domain at one time
REVIEW OF THE LITERATURE
Till yester years, commerce and Management education is business education.. Thus, the cream of commerce has gone and it remained now as an academic discipline giving general and liberal education.
If we analyze the enrolment during the last two decades in percentage terms, commerce and Management share in total enrolment has increased drastically.Thus, a single discipline-commerce, which accounts for about 25% of the totalenrolment in higher education, unlike Arts or Sciences consisting of many departments, unfortunately is not getting adequate attention for its needs from the Government .
UGC.. D. Obul Reddy Vidyasagar University Journal of Commerce 3
There are challenges in transition from school to work. High rates of youth unemployment have become a structural problem in India, so also in many countries. In order to weed out this problem impart of education especially commerce and business which encompasses a whole lot of livelihood activities is an important solution - Dr. Kshiti Bhusan Das
Graduate students in the field of business learn that managers are expected to have an understanding of scarce resources and must make decisions on the allocation of those resources. Learning to optimize the allocation of resources, managers can improve operational efficiency (Karim &Arif-Uz-Zaman)
DEFINITION OF TERMS
Leverett. S. Lyen defined commerce education as "any education which a business man has and which makes him a better businessman, is for him business education, no matter whether it was obtained in the walls of a school or not".
Key Words:
CME –Commerce and Management Education (Business Education)- Commerce is “an organized system for the exchange of goods between the members of the industrial world.”
Management Education- Business education involves teaching students the fundamentals, theories, and processes of business. Education in this field occurs at several levels, including secondary education and higher education or university education. ...
TECHNOLOGICAL CHANGES-Technological change is a term that is used to describe the overall process of invention, innovation and diffusion of technology or processes.
LPG-Liberalization, Privatization and Globalization
SKILL SETS-Proficiency, dexterity developed through training and experience which is very essential to perform the job efficiently
INDUSTRY NEEDS- Practical knowledge and exposure about the job to meet the expectation s of the enterprise
In our day to day life we come across all such situations where the complaints from and about the students are due to the above facts. Today’s scenario is that large number of students is entering into commerce field because of above reasons and also a high expectation of good job.
The industry is in a position to accommodate all the commerce students in various streams of accounting, taxation, human resources, management, strategy building, auditing, marketing etc.
There are so many students after completing their B.Com or B.B.M/ B.B.A are struggling in getting a job in a corporate as well as the corporates is struggling to get a good candidate for the company.
This gap is due to the following reasons:
B.Com/M.Com/B.B.M/MBA:
1. The students are having general basic knowledge in almost all the streams of commerce and management.
2. This basic knowledge is not sufficient as per the corporates. 3. The students are going through these programs just for the sake of a certificate and not for
really attaining knowledge. 4. The lecturers who undertake these programs are generally from theoretical background and
hence in major places the students are unable to get the flavour of commerce education in terms of practical exposure.
5. The curriculum of universities don’t cover the paper presentations, project works, internships etc and thus many students do not participate.
Analysis of Professional Courses:
1. Time consuming – minimum of 5 to 6 years. 2. Tough because the students are expected to have expertise in many subjects. 3. Internships are for up to 3 years and that experience is not at all considered by the industry at
the time of recruitment. 4. No proper awareness about these courses. 5. No recognition for those dropouts of professional courses even though they reach the final
stage.
Some interesting facts about the corporate requirements:
1. Industry wants professionals of a particular stream but not just a certificate holder of many subjects.
2. Companies are looking out for skilled and experienced personnel and not rank holders. 3. Corporates want students to enter the field at the youngest age possible (Like in softwares) 4. India is going to be the hub of all accounting and other processes hub of many corporates in
the nearby future(It means India is going to experience a boom of accounting and related fields as the personnel here are comparatively cheaper and this is the reason for multinational companies to set up in India)
5. Banks and other financial institutions are growing rapidly and require huge number of commerce, banking and management professionals.
6. There is a lot of requirement for Market Advisors in India due to consistent increase in the number of people participating in the markets.
Interesting facts about students wishes:
1. They don’t want to study too much. It means they don’t want to gain knowledge on various streams but want to get expertise in any one particular stream.
2. They will be attracted if the faculty can provide practical exposure in the class room. They don’t want to sit in a class of pure theory.
3. They want to get involved in various project works under the guidance of experts. 4. They want to reach their goal and dream of getting in to a corporate job or a business at the
earliest in their life instead of waiting for 6 to 7 years after their schooling.
The benefits accrued to Commerce and Management students are:
• After completing course in the field of Commerce, a student can join any private institute or government
• Organization as a specialist in any of the Commerce stream and they can also pursue professional courses such as Company Secretary, Chartered Accountant, and ICWA.
• A graduate in Commerce can also opt for careers in financial services as a Financial Consultants, Stock Brokers, Merchant Bankers, Budget Consultant, Financial Portfolio Manager, Project Formulation Manager, Tax Consultants.
• Careers in Management are also available in the field of Personnel Management,Production Management, Financial Management, Marketing Management, and Material Management, other areas of Management such as Hotel Management, Hospital Management, Tourism Management, Event Management, Office Management, Export and Import Management.
• In the Bank, call for Commerce graduates and post graduates with specialization of Banking.
• Insurance Companies can also call for Commerce graduates and post graduates with Specialization of Insurance.
• Industrial segment are also call for Commerce graduates and post graduates with Specialization of accounting skill including Computer Technology.
STATEMENT OF THE
PROBLEM The employment chances for Commerce and Management graduates seem to be not that encouraging. Imparting knowledge alone in the class rooms is not helping the students to gain employment suiting to the needs of the industry.
Experiential learning is especially important for Commerce & Business students. There have been longstanding calls to address the criticism of business education in general, and MBA
Programs in particular, as being passive, theoretical, unrealistic, and unable to help business students adapt to changes and challenges in the real world.
SIGNIFICANCE OF THE STUDY
This study focuses on the review of the formulation of policies and strategies to sustain Global
Competency in Business Education and preparing the energetic and intelligent youth to have much breadth or depth of real-world experience to be effective and successful in the workplace
METHODOLOGY
Data includes secondary resources like newspapers, journals, internet and books.
OBJECTIVES
The main objective of the study is to bring to light the role of Global Application in CME and to review the strategies and policies to sustain the same and to understand the impact of global exposure on business education.
The practical world is changing and as educators of future leaders, one needs to think about how these changes can equip students and young professionals. Business schools should prepare students to be business managers who are ethical and competent. They must be able to operate in a wide range of situations. In order to operate in a global economy, students need to gain an international perspective through exposure to global faculty and internationally diverse classmates, as well as a first-hand experience of dynamism in different markets. Wall Street and Silicon Valley are not the only world anymore. The world market is growing and the middle class economies – Africa, India, Latin America and Asiawill explode. Increasingly, a number of B-schools are taking their students to different countries to understand the bridge between the conservative “old world” European and North American markets, and the new “emerging” markets. International experiences increase students’ global perspective and ensure that they are equipped to do business anywhere in the world. A number of modern methods are followed by the B-schools which are as follows.
1. Traditional study tours. 2. Student exchanges. 3. Field trips and 4. International internships are already an established model in business education.
B-schools are now identifying the importance of experiential immersive learning in the global arena. Such programmes place great emphasis on the “experience” and provide an opportunity for students to build on their academic frameworks and to test their knowledge in the real world of emerging and dynamic markets. Students who experience global business trends understand different economies better and feel more inspired. Sometimes, they take with them a small snapshot of an experience that provides an insight into doing business in a new environment. Students also value the opportunity to learn on the field and meet individuals they would not necessarily hear from as guest speakers at their respective colleges/ universities. The use of social media has brought people closer and together, networking in all its guises, accounts for over 80% of managerial and professional job sourcing internationally. It is a core skill that is essential to build and explore a career. While social media is becoming significant for generating contacts, it, by no means, replaces the need to make personal connections and one-on-one relationships. Many sectors still heavily rely on personal connections and reputation, and it is important to be able to engage effectively with relevant communities in different international markets.
Business education is a living discipline and is totally different from other disciplines. Hence, it must charter new routes to service the aspirations of the nation. To man, the economic development of the country and to meet the growing needs of the society, there is greater demand for sound development of commerce education in Indian Universities. But, what has been going in the name of Commerce and Management education is only liberal and general education.
There are many courses in commerce that gives you a good career break, like CA - its the best for students who are good at accounting, so also is ICWA.....then there is CS - for students interested in company's stock listing, legal stuff etc., CFA - for students interested in investment, MBA - for students interested in management part of a business etc.,more importantly, most of these courses can be done along with your degree, means, you can register with the respective institutes and clear the foundation courses and entrance exams, so that after graduation one can clear them quickly.
The business world is consumed by questions about e-commerce. As we are aware, in a growing economy much of the expansion takes place in service sector (tertiary sector) which particularly requires the type of skills and knowledge that our courses offer. The much needed practical bias also can be brought in with the developments in information technology, and with the help of a color television, video cassettes and computers
In the changing scenario, there should be concerted efforts from the government, regulatory bodies, educational institutions and all the connected scholars and educationists to ensure that not only the Commerce and management Education is sustained, but also make India as the destination for the best education and make it a powerful country in the years to come by producing the most effective leaders who will take care of the global trade, commerce and industry. It is only then we, the educationists feel that we are truly responsible to the stakeholders and the society.
Ever after that, we have traveled a long way and Indian economy is not just new but has become very mature and as of present has become an international player. This is because of liberalization and globalization policies and a shift from planned economy to market oriented economy etc. The above
calls for a professional approach, which can be brought about by professionally run Commerce and Management institutions offering commerce and management education
REQUISITES FOR A GRADUATE WITH BUSINESS EDUCATION-GLOBALLY
INFERENCES
The sad facts have come out of the survey reveals the following:
1. Many students select business education as they are not interested in mathematics and thus can’t go for science streams.
2. Commerce and management Education is considered to be cost effective and
comparatively cheaper.
3. Students want some degree in hand
and commerce education is simple and easy to crack. 4. Parents force their wards to go for commerce professional courses as they think that it adds
value to their kids in which students are not interested in them. 5. The education – occupation mismatch 6. Growing economic inequality 7. Lack of will to learn in youth 8. Lack of Infrastructure facilities
Commerce and Management is considered as one of the most popular career options in India and it is considered as the backbone of the business and serial development of the nation.
There is high student low teacher ratio followed by bad infrastructural facilities.
The instruction is in regional media and inadequate or non availability of reading material in regional media. Inadequate teaching aids like commerce lab, CTV-Video films and untrained and ill-equipped teachers.
CME is the most critical element in empowering people with skills and knowledge and giving them access to productive employment in the future and it is popular in industrialized States and it is more popular in urban areas rather than in rural areas.
Commerce education can be easily concluded that it is helpful in one's life as well as vocation. The skill in type-writing is most important and this is part of commerce education. Commerce education is useful for all professionals.
The quantitative expansion has definitely resulted in qualitative degeneration.
What is expected out of a Business graduate is depicted below with which we can meducation system stands in imparting these learning objectives:
provided to the institutions by employing efficient, well trained staff to impart knowledge to the students.
As Business operations need more knowledge and skill the syllabus must contain knowledge component, skill component and practice and asprovided to the students. By making relevant and practical oriented Commerce Education, we may impact global competitiveness to our students. The technological advances must be integrated into the basic fabric of Commerce education. The new skills and training are required to cope up with these changes
8. We should develop micro specializations which are skill oriented or job oriented and introduce with new nomenclature and in selected colleges which are financially sound and infrastructure facilities.
9. There should be a match between types of capabilities demanded and the types of capabilities developed among students by the education system “by providing Computer Lab, Commerce Lab, frequent Field visits, Industrial tours, Practical records as in B.Sc.and by inviting Industry people for guest be trained first. The University Department should take the lead, wwhenever new subjects are introduced.
What is expected out of a Business graduate is depicted below with which we can make out where our education system stands in imparting these learning objectives:
SUGGESTION
A global perspective for Business
Education is inevitable in today’s
era, for survival and for excellence
1. Ensuring a quality higher education system
2. Adopting a two or three tier cycle system of study.
3. Promoting the mobility of students and academic staff.
4. Student participation in management of Higher education.
5. Implementing case study method
6. Designing Action Learning Model.
An ALM looks like:
7. Knowledge about commerce at school level as commerce education should be introduced at school level in many States with good infrastructure facilities with good teaching aids should be
to the institutions by employing efficient, well trained staff to impart knowledge to the
As Business operations need more knowledge and skill the syllabus must contain knowledge component, skill component and practice and as per specialization, a practical training should be provided to the students. By making relevant and practical oriented Commerce Education, we may impact global competitiveness to our students. The technological advances must be integrated into the
cation. The new skills and training are required to cope up with these
8. We should develop micro specializations which are skill oriented or job oriented and introduce with new nomenclature and in selected colleges which are financially sound and have the necessary
9. There should be a match between types of capabilities demanded and the types of capabilities developed among students by the education system “by providing Computer Lab, Commerce Lab,
Industrial tours, Practical records as in B.Sc. and Practical Training/internship and by inviting Industry people for guest lecturers to give practical exposure to students. Trainer must be trained first. The University Department should take the lead, whenever the syllabus is changed or
new subjects are introduced.
ake out where our
A global perspective for Business
Education is inevitable in today’s
era, for survival and for excellence
1. Ensuring a quality higher
ng a two or three tier cycle
3. Promoting the mobility of students and academic staff.
4. Student participation in management of Higher education.
5. Implementing case study method
6. Designing Action Learning
An ALM looks like:
Knowledge about commerce at school level as commerce education should be introduced at school level in many States with good infrastructure facilities with good teaching aids should be
to the institutions by employing efficient, well trained staff to impart knowledge to the
As Business operations need more knowledge and skill the syllabus must contain knowledge a practical training should be
provided to the students. By making relevant and practical oriented Commerce Education, we may impact global competitiveness to our students. The technological advances must be integrated into the
cation. The new skills and training are required to cope up with these
8. We should develop micro specializations which are skill oriented or job oriented and introduce with have the necessary
9. There should be a match between types of capabilities demanded and the types of capabilities developed among students by the education system “by providing Computer Lab, Commerce Lab,
and Practical Training/internship to give practical exposure to students. Trainer must
henever the syllabus is changed or
10. The admission to such courses must be selective and restricted. Alternatively, the evaluation system should work like the quality control laboratory of an industrial establishment.
The output of Commerce education should be multidimensional with full global competitiveness as the present courses are not adequate in preparing the students for competitive examinations either.
The present system of commerce education does not equip the students either for taking up jobs requiring knowledge of general subjects or jobs that demand knowledge of a technical or specialized nature.
Time has come now when a Commerce graduate is not being accepted even as a qualified book-keeper. Consequently, he finds himself in a “no man’s land” neither a generalist nor a specialist. So it should be more content oriented rather than skill and practice oriented. Some integrated courses also may be thought of.
The above calls for a professional approach, which can be brought about by professionally run Commerce and Management institutions offering commerce and management education. They help to develop information management skills to execute tasks. They help in decision making process in a dynamic environment. They help in development of human resource management skills. They help in developing creativity / innovation and become more professional in their business dealings. They help in developing time management skills as 'Time lost is money lost'
Even though all the above has already been recommended by the scholars they are not effectively implemented and so concerted efforts from the government, regulatory bodies, educational institutions and all the connected scholars and educationists should be taken to ensure that not only the Commerce and management Education is sustained, but also make India as the destination for the best education and make it a powerful country in the years to come by producing the most effective leaders who will take care of the global trade, commerce and industry. This suggestion can be tried of to yield positive outcome and can help a Commerce graduate to reach his destiny.
CONCLUSION
Commerce and Management stream is a good option for future
Our market is vast and their requirements are varied. Hence, we have to provide for varied courses and not one straight jacket.
As the economy becomes more industrialized and society becomes more complex, the knowledge and skills required to deal with the situations also change. Hence, for enabling students to acquire the desired capabilities, contents of courses and their combinations need to be revised, diversified and made more flexible”
Thus the main objective of Commerce and Management education should be to provide an all round development of the personalities, so that they can manage the affairs of the organization more
efficiently and effectively. Thus its objective should not be just to churn out technocrats and managers for the industry but also to train the people to handle the problems with ease and comfort
BIBLIOGRAPHY
GLOBAL COMPETENCY With Jed Willard Pdf
• Business Education in India, V.Gupta and K.Gollakota, IBAT Journals of Management.
• Duesing, Ling & Yang – Volume 10, Issue 2 (2016)
• e-JBEST Vol.10, Iss.2 (2016)
• G. V. Kokklki(201“ Industry and commerce education – a strength and weakness analysiIndian Journals.com
• https://www.researchgate.net
• http://www.scribd.com/doc/48695215/The-present-status-of-Liberal-Commerce-Education-and-Management-Focused-Business-Education
• http://hdl.handle.net/10417/5357
• http://www.allfreeessays.com/topics/importance-of-commerce-education/0
• http://www.preservearticles.com/2012010319611/short-essay-on-the-importance-of-commerce- http://www.indiaeducation.net/commerce/indian-structure.aspx
• Dept. of Commerce, University of Gauhati, Commerce Education in India, Deep & Deep Publications
• The Indian Journal of Commerce
• Business Education in India, V.Gupta and K.Gollakota, IBATJournals of Management.
TRENDS, ISSUES AND CHALLENGES IN MANAGEMENT EDUCATION AT PRESENT
SCENARIO
Dr. MUNIVENKATAPPA
Smt VHD Central Institute of Home Science,
Sheshadri Road, Bangalore
JAGADHESH S R
Smt VHD Central Institute of Home Science,
Sheshadri Road, Bangalore
Abstract: The business and management education could play a pivotal role in social uplift and
triggering the entrepreneurial spirit in a society. The business schools face several challenges in
terms of imparting quality education. External environmental forces and stakeholders continuously
put pressure on the business schools to adapt the changes happening in the business world. The rapid
trend of globalization and technological changes have made difficult for organizations to survive in
the competitive world . As a result the importance of management education has increased many
folds. Business executives need to update their skills du.e to sudden changes in the external
environment.
In order to meet the challenges of the future, the reform of the higher education could be
unavoidable. The Education Institutions need to strive to achieve balance between the education cost
and the quality. One of the major criticisms of MBA schools is the gap between theory and practice.
I.INTRODUCTION
Management education is considered as elitist as it attracts young men and women who are usually motivated by the positive consequences associated with management education. In India, higher education especially management education is witnessing an exponential growth in terms of number of institutes imparting management education which are usually termed as business school.
The management education plays an essential role in today’s dynamic business environment. The rapid trend of globalization and technological changes have made difficult for organizations to survive in the competitive world. As a result, the importance of management education has been increased many folds. Business executives need to update their skills due to sudden changes in the external environment. Due to the increasingly complex nature of organization and businesses, there is a need that the business schools impart relevant, current, and cutting edge knowledge to the students. This research also identifies some of the emerging areas in the business and management education. Given the significance of management education which is essential for today’s organizations, the business as well as engineering schools should play pivotal role in equipping our future managers with the emerging trends of management skills to face the challenges of dynamic business world.
It studies the trends prevailing in management education in India, and tries to find out implication of management education in Indian industries and 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.
II.IMPORTANCE OF THE THEME
The business and management education could play a pivotal role in social uplift and triggering the entrepreneurial spirit in a society. The business schools face several challenges in terms of imparting quality education. External environmental forces and stakeholders continuously pit pressure on the business schools to adapt the changes happening in the business world. In order to meet the challenges of the future, the reform of the higher education could be unavoidable. The education institutions need to strive to achieve balance between the education cost and the quality. The business schools also need to maintain their standard of excellence by paying attention to performance measurement. In
order to maintain the quality education, it is pertinent for business schools to remain in close contact with the industry. One of the major criticisms of MBA schools is the gap between theory and practice. "The whole purpose of education is to turn mirrors into windows."-Sydney Harris
History
Trained managers are playing a vital role in the current economy; their Multi dimension skills are helpful to develop the organization. It is said that 20th Century belonged to the western while 21st Century is set to belong to Asia. India is the main player. Education is the crucial investment in development of a Country. The development of the country depends upon the quality of human resources. Management education can play a statutory role in the efficient functioning of the markets. The arrival of the global village and international inter dependence has brought both challenges and opportunities before the Indian Economy. The biggest challenge before us is how to protect the interest of retail business on which millions of families, depend directly and indirectly. It is a pleasant experience that India is able to achieve self-sufficiency in food production despite the fact that productivity levels in agricultural sector still continue to be very low
Commerce Education
At present, most of the major industries of the world are controlled and owned by the developed western countries. To overcome lack of Entrepreneurship it is imperative for us to promote Advanced Commercial Education in our country. Modern Business and Commerce Education cover diversified fields of education and research in Management, Finance, Marketing, Accounting and Commercial & Business Law. In industrialized countries, Commercial Education is organized on dynamic and systematic lines. Their experts are able to plan and design finances, establish and operate big factories in months while it takes y ears to do so. Unfortunately, in our country commerce was not given a fair chance as education or as profession. In past, we treated it inferior to Medicine and Engineering in every respect.
Importance of Management Education:
Management education adds value to the existing qualifications. It helps students irrespective of their domains in graduation as it widens their knowledge base and encourages them to think differently. Management education enhances managerial and leadership skills by sharing of ideas, insights through healthy, meaningful and case study discussions. Having students with cross cultural backgrounds adds value to management education as there is probability of generating multiples ideas. Apart from providing requisite skills and abilities to get going smoothly at the corporate world, it provides an opportunity to network with others and promotes cross-cultural diversities. It helps in equipping the executives with competencies and capabilities to take on the corporate challenges with confidence. These days, we find there is growing demand for the programs in the domain of strategy and leadership development in MBA education.
III.THE NEW DIMENSION FOR MANAGEMENT EDUCATION
The emergence of such a new dimension has already begun. Companies are feeling the need for global standards to benchmark human resources, and academics are encouraging the use of merit-based candidate selection systems. India's position as a lead contributor to the global IT human resources pool will need to be supported by the adoption of global standards for talent selection.
At the time of independence, Indian economy was developing and hence we required bureaucratic management skills. However 50 years after independence, the Indian economy has become more mature and hence we require entrepreneurial management skills. Our management schools have failed to meet this challenge. Therefore there is a need to revamp our management education. Keeping in view the above facts and demand of the time, prospects of Commerce as Education and Profession
seems very bright. To avail the advantage of this requirement, a lot of people have opened educational institutions to educate students in the field of Commerce and Management.
Growth of management education
In 1950, the Department of Commerce of the Andhra University Started the first M.B.A. programme in India. In 1963, Indian Institute of Management, Ahmedabad was set up in collaboration with the Harvard Business School. The 1950s and 1960s witnessed the growth of commerce education and 1970 and 1980s witnessed the growth of Management Education in India. There has been a tremendous growth of management institutes in our society. Every year about 14,000 students pass out of management schools. Keeping in mind the demand, the supply is very meager. Management courses have become 'Academic Courses' rather than 'Professional one'. Management Institutes, barring a few exceptions, have reduced to commerce colleges. There is an urgent need to restructure management education to meet new challenges of 21 Century. India has adopted domestic policies and institutions that have enabled people to take advantage of global markets and have thus sharply increased the share of trade in their GDP. India has been catching up with the rich ones – our annual growth rates increased from 1 percent in the 1960s to 5 percent in the 1990s. Now it is above 8%. Indians saw their wages rise, and the number of people in poverty declined.
New trends & issues in business and management education
Role of B-schools
The business schools should focus on nitty-gritty of general management and also about a functional specialization so that the students can become jack of all trades and master of management. The Indian Business schools should reinvent themselves with changing times and redesign their academic curriculum for facing the current challenges in the business environment. The course curriculum should be designed to suit new perspectives for building managerial and leadership skills. The responsibility lies with business schools to do the needful in this regard.
Role of Faculties:
The faculties should be from excellent academic background with an industry exposure. They should be a special breed of people driven by passion rather money. They need to inspire and motivate the students through right communication skills. They should preferably have industry experience in a reputed organization. It is desirable to have research experience in management along with consultancy and teaching experience. The present economic meltdown has thrown several challenges to business managers and leaders across the world. Everyone started blaming business schools for the present mess. Is it justified to blame them? If not, then who is responsible for the current global mess? Is it the business schools or faculties or students or parents or all to be blamed?
Reforms and the Corporate Sector
The corporate sector constitutes a dominant part of industry. Financial sector reforms along with the development of the capital market are changing the structure of corporate financing. This has led to a separation of ownership and the management and has given rise to the issue of corporate governance, among others. Corporate governance essentially deals with the ways of governing the corporations so as to improve their financial performance.
Management Education at Cross Roads
Management education is becoming increasingly important and the most sought after post–graduate degree among graduates. Any developing country for its economic and social development
requires well qualified managers and administrators. Also, Industry requires competent managers all the times--in times of recession, to revive the economy; and in the times of growth, to frog-leap the competition. Management education, therefore, is ever-green with job opportunities. However, to what extent our management graduates are getting the right type of management education? Indian Industry Survey reports that only 15% of management graduates are employable while 85 % are unemployable. It is also found that management programs offered by many colleges and universities suffer from serious drawbacks and criticism.
In Business Process Management changes are needed and will be initiated concurrently
Impact of Globalization on Business and Management Education
The business sector in India is highly promising in the present scenario. Newer challenges, newer opportunities are day-by- day in front of Indian industries, which are profitable and prospective.
The fundamental scope of doing business in India is lying with its people. The huge population of India has created a large unsaturated market of consumers. This is one of the reasons why global companies are very much interested in doing business in India.
Let us glance through a few situations that has arisen in India post liberalization
• Shifting of Agriculture workers to industry sector
• Urbanization –People are shifting from rural to urban areas.
• Opening up of trade market –export import boom.
• Big open saturated market for products
• A growing market for high quality and low price product
• Gradual increase of organized retail chain.
• Growing number of Merger and Acquisitions.
• Lucid license policies for overseas Multinational Corporation.
• High growth rate is showing economic prosperity in India.
• Indian Market leaders going global.
IV. STRATEGIES TO INCORPORATE COMPETITIVENESS IN INDIAN BUSINESS
• Infrastructure improvement up to global standard
• Development of transportation facilities so that least time is required to move from one place to another; it also reduces the carrying cost
• Government initiatives to advertise opportunities in different field to attract both Foreign Direct Investment (FDI) and Foreign Portfolio Investment(FPI)
• Linkage effect-adaptation of backward integration for saving cost and time with a look to improve supply chain Unbalanced growth strategy to facilitate growth
• Making direct link among educational institutes and business firms to provide direct industry interference in large scale with practical approach to students
• Guild formation by the firms of specific industries to discuss, analyze about advantages, disadvantages, opportunities etc. different dimensions of that particular sector standing on a common platform
• Co operation among domestic and foreign companies to explore new opportunities in several fields of operations
• Technological up gradation in industries
• Application of Just In Time(JIT) technique in business
Government initiatives to support competitiveness
1. 1.Renew and modification of ex-im policy 2.A more comprehensive competitive policy 2. 3.Removal of red-tape barriers 3. 4.Increasing facilities in Special Economic Zones (SEZ) and also increasing numbers of SEZ
giving ultimate priority 4. 5.Inauguration of free information bureau to provide important up to date information
regarding different fields of operations in all the states 5. 6.Advertising opportunities (e.g.- tourism) in different sectors 6. 7.Free riders prohibition 7. 8.Facilitating mergers and acquisitions 8. 9.Subsidizing areas of scarcity and finding alternative strategies for further development.
V.RESEARCH ISSUE
1. To find the present situation of management education in India after financial turbulence of USA and the case like Satyam in India 2. To study the trends prevailing in management education in India. 3. To find out implication of management Education of India on Industry and individuals. 4. To study emerging issues of management education and its approach towards the development
of curriculum needs of Industry 5. To find implementation of possible direction and policy towards improvement of
management education in India. VI.CHALLENGES AND DRAWBACKS IN MANAGEMENT EDUCATION
1. Challenges
1. The current curriculum in management education does not teach students in facing the challenges in business environment.
2. How to manage uncertainty and complexity are not taught in business schools. 3. It merely teaches the concepts with case studies. 4. It does not focus on the challenges arising out of rapid growing technology and the challenges
involved in running an enterprise. 5. Unfortunately, the best talent is going to industry where salaries are lucrative. 6. Those who come to academic area are the ones who could not be absorbed in the industry or
those who come to this profession by chance or those who chose this career out of passion.
2. Drawbacks
1. Insufficient availability of specialized experts and qualified faculty. 2. Lack of Industry based specializations. 3. Lower infrastructure. 4. Burden with heavy subjects. 5. Lack of necessary guidance to the students. 6. Lack of updated and industry based syllabus. 7. Lack of admissions in Management Research. 8. Lack of Inter-disciplinary approach. 9. Lack of specified authorities for quality research in management studies. 10. Insufficient Grants for research. 11. The courses remain too theoretical and do not equip students with the right Attitudes, Skills
and Knowledge (ASK) required for them to be employable. 12. Students are not properly educated either to fit the industry requirements or to be
entrepreneurial to start and grow up small and medium companies. Students only get a degree but not the industry-required qualifications.
13. Neither the institutions nor the students are clear as to what kind of “product specification” is achieved at the end of the two years of study i.e., the quality of students produced and their ASK levels.
14. More than 85% of the students who complete their MBA/PGDM are not industry ready. 15. Just as customers would like to know about the specifications and quality before buying any
“product”, industry would also like to know and be assured of the product specification (Quality) of the Graduates it wants to hire
Overcoming Challenges:
• Re-engineering of management education must be done.
• Provide decent salaries and professional ambience to faculties.
• Send the faculties regularly for training programs to update their skills and abilities.
• Develop right mindset and attitude. Focus on quality of education not quantity.
• There has to be interactive sessions for the students rather than mere preaching what is mentioned in the books
• You cannot become a crack shot unless you lose some ammunition.
• The students have to be exposed to the industry through interface so that they understand the practical problems in corporate world. This boosts more confidence among the students.
• The project work should be contextual, relevant and should focus on the current scenarios.
• MBA is a professional degree and it should train and groom the students to be true professionals to take on the challenges being faced in the business environment.
• Make accreditation mandatory to ensure quality of education.
• Take stringent action against the illegal and unauthorized MBA colleges.
• Use online courses and other e-learning methods to increase training opportunities for field and local staff
• Provide training in languages besides English
• Ensure that training is provided even in emergency situations.
Suggestions for Universities:
1. Restructuring the syllabi at UG and PG levels. Apart from the subject knowledge, soft skills like good writing skills, listening skills, presentation skills, interpersonal skills, leadership crisis management skills, problem solving skills etc,. Must be made compulsory in view of its importance in the contemporary job market. 2. Provide facilities for industrial visits. Arrange Guest lectures from expert academicians and industry experienced people. 3. A detailed industry visit report based on the field visits should be made an integral part of the course. 4. Redesigning the teaching methods, as a deviation from traditional teaching methods. 5.The management colleges / schools are able to use innovative and practical teaching methods like management games, workshops and seminars, Mock interviews, proper presentations, individual assignments, field surveys and case studies etc,. 6. Control the study centers, UGC will take care of these centers, in some areas these centers are follow malpractices in examinations. 7. Work with agencies to design educational and training programs that meet the needs of the agencies Develop multi-disciplinary curricula to prepare students for careers in humanitarian work Encourage faculty and student exchanges Consider establishing an academic association of humanitarian studies and/or a dedicated journal
3.Our future global manger would require the following new skills.
� Information Management Skill � Information Technology Management Skill � Decision- making in very dynamic environment. � H.R.D Skill � Innovation/ Credibility � Service Sector Management Skills � Time Management Skills � Stress Management Skills � Environment Management Skills � Entrepreneurship � Customers Services Management Skills � Entrepreneurship
VII.CONCLUSION
"There is no need to reach high for the stars. They are already within you - just reach deep into yourself!"—Anonymous. There is failure in management education which is evident with the current economic downturn. The educational system failed to forecast the recession and failed to check the overheated economy. The four pillars for effective management education are industry experience, consultancy experience, research experience and teaching experience. When faculties possess these four areas of experience and expertise, then it ensures qualitative management education.
The present business education is broken and need to be reinvented with changing times. It is unfortunate that India with a billion plus population could not produce global leaders like Jack Welch, Peter F Drucker, Bill Gates, Michel Dell; It is time India took a relook at the methodology of management education. It is also the time Indian B-schools took stock of the situation and set their houses in order. The silver lining in the dark cloud of management education in India is the Indian School of Business (ISB) which is ranked as the 15th best Business School in the world surpassing other premier management institutions like IIMs. There is a strong need to focus management education glocally (i.e. think globally but act locally). When the course content is customized based on the market needs then students will not face unemployability problem. Let us make Indian MBA on par with global standards. We need to get out of the mindset of being copycats. We need to reinvent ourselves as leaders from being followers. To sum up, it is vital to have holistic and integrated. The problem with us is to imitate the western management education blindly. By the time we take best out of them, the content and curriculum gets outdated thus resulting into obsolescence. Let us be creative and innovative in preparation of curriculum and methodology of teaching. Management colleges may improve their services through various quality programs.
REFERENCES
1.http:/www.blogspot.in/…/how-to-improve-management…2/11/2012 2.http:/www.sooperarticles.com/…/business-process-… 2/11/2012 3.http:/www.oppapers.com/essays/…/205245 4.http://en.wikipedia.org/wiki/Management 5.http:/iamee.edu.in/…/management-education… 6.http:/oppapers.com/essays/…/904061 7.http:/oppapers.com/essays/…/394570 8.http:/sooperarticles.com/…/management-edu… 9.research journals of international studies-issue 18(January, 2012) 10.http:/indianmba.com/…/fc652.html 11.http:/dreducation.com/…/2010-trends-indian-…2/11/2012 12.http:/www.academicjournals.org/ERR
Impact of Business Education on Learners
Mrs. Neelima B Nimbhorkar
Adarsha Vidya Kendra College E- Mail: [email protected]: [email protected]
ABSTRACT
Entrepreneurs are agents and drivers of development in most economies of the world. An entrepreneur establishes his presence through the formation of a small and medium scale enterprise (SME).Business education plays a major role in the reduction of unemployment. Business education is described as an ‘education for business and about business’. It equips its recipients with creative skills that would make them to perform well as entrepreneurs. This paper describes Business education as having the potentials for promoting and encouraging entrepreneurship amongst learners. It could equip its recipients with skills for identifying viable business opportunities, proper business management, financial management, proper marketing and avoidance of business failure. Business education should be taken very serious and youths should be encouraged to study Business education, only business educators should be allowed to teach Business education, there should be adequate funding of Business education and entrepreneurs that lack Business education skills should be encouraged to acquire the skills.
Key Words: Business Education, Entrepreneurs, Entrepreneurship, Skills.
In recent time, there has been increasing global concern over the continuously expanded rates of unemployment around the world, particularly in most developing countries, where the youth have been identified as the most affected groups. It is obvious that the government cannot employ all the graduate job seekers the only way to tackle this problem is to be self- reliant and job employers and not job seekers. There is a need to stimulate the entrepreneurial mindsets of young people and to create a more favourable societal climate for entrepreneurship. Education has an important role to play in improving the entrepreneurial key competence. Entrepreneurs require proper skills to manage their business. As a result, various entrepreneurial development training programs have been introduced by the government and private agencies to develop necessary skills amongst the youth. Even government and non-government organizations have initiated policies through support agencies such as National Directorate for Employment (NDE), the National Poverty Eradication Programme (NAPEP), Small Medium Enterprises Development Agency (SMEDAN), and National Office for Technology Acquisition and Promotion (NOTAP), Raw Materials & Development Council (RMRDC) among others to address the problems of unemployment. 'Entrepreneurship and a sense of initiative' is one of eight key competences for lifelong learning which citizens require for their personal fulfillment, social inclusion, active citizenship and employability in a knowledge-based society. But the question remains “how many students would really want to be entrepreneurs or self-employed as a graduate”? This paper therefore seeks to reduce the gap in existing knowledge by conducting an empirical testing and making theoretical contribution drawn from the functionalist theory to provide understanding on the impact of entrepreneurship education particularly as it affects the opinion and intention of undergraduates in becoming self-employed. Sustainable growth based on innovation and excellence requires an increasing number of start-ups, which are likely to provide more and better jobs. Cultural aspects need to be taken into account although various factors influence entrepreneurship. Entrepreneurship concerns an individual’s ability to turn ideas into action. It includes creativity, innovation and risk taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports everyone in day to- day life, both at home and in society, it makes employees more aware of the context of their work and it makes them better able to seize opportunities, and it provides a foundation for entrepreneurs to establish a social or commercial activity.
REVIEW OF LITERATURE
Prior to the collection of primary data, the researcher will thoroughly investigate the vast secondary data which is available from various research papers published by researchers. At the end of exhaustive review of secondary data, a bibliography will also be prepared.
The review of literature will have a primary focus on
1. Understanding a need for business education. 2. Study of various required skills for the development of entrepreneurial mind.
NEED FOR THE STUDY
Entrepreneurs are found in much business as Entrepreneurship stimulates economic development through contributing to the transformation of the traditional sector into a modern one, creation of employment, reducing rural and urban migration and serving as a training ground for managerial skill acquisitions. Business Education is most sensitive to the economic development of the country and more responsive to income levels of the society. Business activity of any entrepreneur normally presents the well-being of society and it indicates the growth of personal aspirations of the society. So, Business Education can be considered as an economic indicator to sense the change in social culture. On lighter side it can be considered as a quotient to measure youth empowerment in the society.
STATEMENT OF THE PROBLEM:
Today leadership and decision making have become a key factor almost in all the fields. Everyone wants to lead but is not aware of required skills. The problem of the study stresses on how can learners gain and enhance their skills and knowledge through business education and it influences learners mind? This paper therefore provides solution to the above problem.
HYPOTHESIS:
Hypothesis was formulated and tested at 0.05 level of significance. H0: Possession of proper business education will not have a significant impact on learners. H1: Possession of proper business education will have a significant impact on learners.
RESEARCH METHODOLOGY:
This paper focuses on the empirical research, techniques adopted and used for this study with the aim of achieving the research objectives. Data was collected from a sample of commerce and management students to determine the impact of business education on learners. However, the study was restricted to Bangalore city. Primary method of data collection was used in this study. It consists of items in well- structured non- disguised questionnaire that was administered to and completed by the respondents. The respondents returned all the100 questionnaires personally administered. At the end collected data was analyzed with the use of chi- square.
Table : Chi- square computation of Hypothesis one
FO Fe Fo-Fe (Fo- Fe)2
(Fo – Fe)2
Fe
65 50 15 4.50
60 50 -10 2.00
58 50 -2 0.08
62 50 2 0.08
55 50 5 0.50
40 50 -10 2.00
X2
9.16
N/B
Degree of freedom = df = 2 Significant Level = 0.05 Decision Calculated X2= 9.16 Table – Value (X2) = 2.991 We reject H0 and accept the H1; hence to conclude we can say that business education has a greater impact on learners.
FINDINGS:
This study on entrepreneurship education and self-employment intention has been ‘carefully’ examined through the collection and analysis of quantitative data. The overall finding of the study is that there is a strong relationship between students’ exposure to entrepreneurship education and their intentions to becoming self-employed. This was observed as majority of respondents in the study indicated their willingness and believed they have developed capacity to establish their own business based on the fact that they have benefited from entrepreneurship.
Thus, this study affirms that the provision of entrepreneurship education to Commerce & Management students has impacted in them skills and knowledge as well as affects their decision or intention to set up a business enterprise. It was however found that despite the high rate of entrepreneurship intentions, most Landmark university students perceive different barriers that could limit their plan or decision to start up their own business. This was revealed when the students were asked whether they perceive any barriers and obstacles that could affect their intentions in starting their own business. Such findings confirm Brenner et al (1991) report where a majority of respondents considered their actual situation and constrains upon their intentions to operate their own business.
CONCLUSIONS:
One of the key objectives of this research was to analyse whether business education increases the intention of graduate students to start businesses. Results did not provide sufficient evidence to sustain this claim. The situation is not helped by the fact that friends and relatives do not expect college students to go into business after graduation.
As a second key objective of the study, we posited that whether institution’s initiative towards development of entrepreneurial attitudes through business education which influence entrepreneurial intentions of graduate students. Past research has not been consistent on the relationship between subjective norms and entrepreneurial attitudes. Tounés (2006) included a subjective norms variable
but measured it using entrepreneurial characteristics such as need for achievement, autonomy, risk taking propensity, and knowledge of entrepreneurial models as opposed to family, friends, peers, and societal influences used in this study.
Indeed, in the current study, the relationship was positive meaning that positive norms enhance perceived desirability of entrepreneurship as a career. The surprising finding in our study was the lack of significant finding for the moderating influence of situational factors on the relationship between entrepreneurial attitudes and intentions. Situational factors such as lack of employment opportunities and family commitments push people towards self-employment even when they are not intrinsically suited for it. Thus there is a kind of discrepancy in the minds of college students between choosing entrepreneurship as a preferred career and being forced into it by external circumstances.
REFERENCES:
• Entrepreneurship development: principles and practice, 1st ed, Owerri: Roik divine publishers.
• Trends in Economics and management studies (JETEMs0 2, (5) Oyo state.
• Brown, B. J. & Clow, K, W. (1992) introduction to business our business and economic world, California, Macmillan/McGraw Hills.
• Byabashaija, W., & Katono, I. (2011). The impact of college entrepreneurial education on entrepreneurial attitudes and intention to start a business in Uganda. Journal of
Developmental Entrepreneurship, 16(01), 127-144.
• Fayolle, A., Gailly, B., & Lassas-Clerc, N. (2006). Assessing the impact of entrepreneurship education programmes: a new methodology. Journal of European Industrial Training, 30(9), 701–720.
• Fayolle, A., & Gailly, B. (2008). From craft to science: Teaching models and learning processes in entrepreneurship education. Journal of European Industrial Training, 32(7), 569-593.
A STUDY ON ISSUES AND CHALLENGES OF BUSINESS EDUCATION OF DIGITAL
INDIA
Prof.Geetha.H.K, Asst.Professor, Hina Tabassum,
Sri Gokula College of Arts, Science & Management Studies, Kolar.
ABSTRACT
Business education involves teaching students the fundamentals, theories, and processes of business. Education in this field occurs at several levels, including secondary education and higher education or university education. This study investigates factors relevant to issues and challenges of business education of digital era. This paper focuses on the theoretical framework from previous literatures, reports, books and various websites. This paper is purely qualitative. The main objective of this study is to analyze the issues and challenges before digital India and to propose future directions for the field of business education. This study analyses how business education is challenged in digital world. With this conceptual analysis some recommendations are given as to how institutions should face the challenges to implement the business education.
Key words: Business Education, Conceptual, Qualitative.
A STUDY OF TECHNOLOGY BASED COLLABORATIVE LEARNING IN INDIAN
BUSINESS EDUCATION
PRATHIBHA G BMS College for Women, Bangalore
Email: [email protected]
GAYATHRI A
BMS College for Women, Bangalore
Email: [email protected]
Abstract
Collaborative learning is one of the important tools in achieving critical thinking; this is one of the key factors in business education. Learners are able to achieve higher levels of learning and retain more information when they learn in a group rather than individually, this applies to both the facilitators of knowledge and the receivers of knowledge. Today India is one of emerging country to implement technology in all fields, especially Technology based collaborative learning. The Technology based collaborative learning is one of the emerging concepts over worldwide. Over the past ten years, the Internet has allowed user for a shared space for groups to communicate and learn, with lot of tools. These tools provide a strong, more powerful and engaging learning environment. In this paper, we will discussed all technology based collaborative tools to improve the business education with detailed survey results from India learners, how these technology based learning has helped to increase the potential of collaborative learning. In addition to this we will discuss the two major types in collaborative learning with respect to technology they are: Collaborative networked learning and Computer-supported collaborative learning.
Keywords: collaborative learning, Computer-supported collaborative learning, Collaborative networked learning
Introduction
Today technology is an integral part of learning, in order to investigate aspects of technology based learning environments and collaborative learning for: young children, secondary education students, students with special needs as well as teachers. As far as conceptual change is concerned, the research interest of the laboratory is focused on the mechanism that relates metacognition and self-regulation to social negotiation and finally to learning of concepts during computer mediated collaboration. Several kinds of scientific activity have been developed in last five years in order to explore the exploitation of Information and Communication Technologies in implementation of constructivist teaching approaches and to investigate the potentialities of Computer Supported Collaborative Learning in coping with the conceptual change problem. Collaborative Learning is implemented in following categories: collaborative network learning and computer-supported collaborative learning. In this paper we are going to discuss in detail about Computer-supported collaborative learning and its tools.
Computer-supported collaborative learning
Computer-supported collaborative learning (CSCL) is an emerging branch of the learning sciences concerned with studying how people can learn together with the help of computers. The interplay of learning with technology turns out to be quite intricate. The inclusion of collaboration, computer mediation and distance education has problematized the very notion of learning and called into question prevailing assumptions about how to study it. Like many active fields of scientific research, CSCL has a complex relationship to established disciplines, evolves in ways that are hard to pinpoint and includes important contributions that seem incompatible. The field of CSCL has a long history of controversy about its theory, methods and definition. Furthermore, it is important to view CSCL as a vision of what may be possible with computers and of what kinds of research should be conducted, rather than as an established body of broadly accepted laboratory and classroom practices. We will
start from some popular understandings of the issues of CSCL and gradually reveals more complex nature. We will review CSCL’s historical development and offer our perspective on its future.
National Programme on Technology Enhanced Learning (NPTEL)
The main objective of NPTEL program is to enhance the quality of education in the country by developing curriculum based video and web courses. This is being carried out by top most institutions in India as a collaborative project. The project is evolving and it is our intent to provide learning materials, digitally taped classroom lectures, supplementary materials and links to state-of-the art research materials in every subject possible. Currently samples from approximately 70 courses offered by faculty in various departments and to students at all levels are given here. Approximately 140 courses are in various stages of preparation and distribution through internet.
All the faculty members are personally involved in the making of their respective courses in the electronic form. Our purpose is to supplement classroom lectures.
Consortium for Educational Communication (ECE)
The goal of ECE is to addressing the needs of Higher Education through the use of powerful medium of Television along with the appropriate use of emerging Information Communication Technology (ICT). Realizing the potential and power of television to act as means of Educational Knowledge dissemination, UGC started the Countrywide Classroom Programmes in the year 1984.
The main objectives of ECE are distribution of Educational programmes through broadcast as well as non-broadcast modes. Production of Educational programmes (Audio/Visual and Web Based) and related support material further setting up of appropriate facilities for such production. Research activities related to optimizing the effectiveness of such programmes, providing a forum for the active involvement of academic and other scholars in the creation of appropriate educational programmes and studying, promoting and experimenting with new technology that will increase the reach and / or effectiveness of educational communication.
Virtual Labs
The virtual lab provides remote-access to Labs in various disciplines of Science and Engineering. These Virtual Labs would cater to students at the undergraduate level, post graduate level as well as to research scholars. This method enthuse students to conduct experiments by arousing their curiosity. This would help them in learning basic and advanced concepts through remote experimentation.
Talk To Teacher (A-VIEW)
A-VIEW is an advanced multi-modal, multi-platform, collaborative e-learning solution which allows an instructor to teach or interact with a large number of learners transcending geographies on a real-time basis through live audio video streaming and synchronized content sharing. It allows the instructor to perform live evaluation of the learners and to get real-time feedback from attendees on the go.
A-VIEW can also act as an online meeting tool that can support online social collaboration and interactions with multiple users from various locations simultaneously.
Digital Library
Digital Library is a digital collection of freely accessible rare books collected from various libraries. The vision is to archive all the significant literary, artistic and scientific works of mankind and to
preserve digitally and make them available freely for every one over Internet for education, study, appreciation and for future generations. As a first step in realizing this vision, it is proposed to create the Digital Library with a free-to-read, searchable collection of one million books, predominantly in Indian languages. The idea was also to create a test bed for researchers to improve scanning techniques, optical character recognition, intelligent indexing and in general to promote Indian Language Technology Research.
ISLERS
The aim is to develop an automatic Indian Sign Language education and recognition platform for hearing impaired students of India. The system can substantially help in the primary/vocational/higher education of hearing impaired students and people of India. The framework is proposed to be extended to 14 different languages of India with extensive interactive features in the audio-visual mode
Oscar++
OSCAR (Open Source Courseware Animations Repository) provides a repository of web-based interactive animations and simulations, that we refer to as learning objects (LOs). These learning objects span topics in science and engineering at the college level, and maths and science at the school level. Students and teachers can view, run and download these learning objects.
FOSSEE
It is part of the National Mission on Education through ICT with the thrust area being "Adaptation and deployment of open source simulation packages equivalent to proprietary software”.
Virtual Learning Environment
VLE, an online environment of e-resources caters to several disciplines taught at undergraduate and postgraduate level. It is an initiative of Institute of Life-Long Learning, University of Delhi. Conceived in 2012, VLE today boasts state of art material that addresses emerging needs of a diverse student body. Drawing from several successful Moodle models, the multi-media interactive contents loaded on VLE are categorized discipline-wise.
Aakash Educational Portal
It envisions empowerment of teachers, through workshops conducted for thousands of teachers at one go, using a unique blend of technology and an innovative pedagogy. Thousands have experienced the effectiveness of this approach, and of the resulting open source contents.
SOS Tools
Software and simulation packages are useful tools for the analysis of systems and solving problems by the students of Science, Social Science, Engineering, Management and related disciplines.
Conclusion
In this paper, we described technology based collaborative learning as a way to increase motivation in undergraduate students enrolled in a specific subject. We observed that collaborative learning has been in use for long time at undergraduate and postgraduate levels, the combination with the communication technologies, such as the online chat and shared file creation through the Internet, has turned out to be especially motivating and useful in student preparation for real-life job tasks. The
findings of the study showed how it was possible to motivate students through real-life activities. Learners were engaged in the meaningful collaborative activities and tasks that required the use of technological tools and in which students were able to communicate with their peers in an interactive and specific context and we have discussed in detail about the tools used in Computer-supported collaborative learning.
References
1] Gerry Stahl, Timothy Koschmann, Dan Suthers, computer supported collaborative learning: an historical perspective, Cambridge handbook of the learning sciences (pp. 409-426), 2006. 2]María Luisa Carrió-Pastor, Hanna Skorczynska, collaborative learning and communication technologies in teaching business english, 15th International Conference of the Spanish Association of Language and Literature Education,15th International Conference SEDLL, 19-21 November 2014, Valencia, Spain. 3] HeisawnJeong&Michelene T. H. Chi, knowledge convergence and collaborative learning, Instructional Science (2007) 4] Greg Kessler, Dawn Bikowski, and Jordan Boggs, collaborative writing among second language learners in academic web-based projects, Language Learning & Technology, February 2012, Volume 16, Number 1 pp. 91–109. 5] Paul A. Kirschner, using integrated electronic environments forcollaborative teaching/learning, Research Dialogue in Learning and Instruction 2 (2001) 1–9. 6]Yu-Chih Sun,Yu-jung Chang,BLOGGING to learn: becoming efl academic writers through collaborative dialogues, Language Learning & Technology, February 2012, Volume 16, Number 1 pp. 43–61.
THE ROLE OF COMMUNICATIVE ENGLISH IN BUSINESS EDUCATION
English language plays a prominent role in business education in particular and in the practical business world in general. The knowledge of language and the skill of communication in business English mark the very basis of learning as well as the performance in business. Today’s business education has to be strengthened by making it more skill oriented rather than knowledge oriented education. The practical business world demands the acquisition of multi- skills on the part of fresher’s .The foremost skill being communicative skills and the other hard and soft skills. A successful education system concentrates on building a hierarchy of skills and attempts to provide holistic education to students. Education is a pillar of any nation’s economy , thereby an overall development of their personality is required .A wide variety of skills have to be incorporated in their syllabi .Skills such as soft skills, technical skills, personal, interpersonal and societal skills , life skills and human values, hard skills, mastering skill and management skills etc. Testing and certification available at each level facilitates up gradation and enhancement of their existing set of skills .Academia needs to keep up with the industry requirements. We need a new breed of education –Entrepreneurs, who can help in bridging the gap between Academics and irrespective of all fields
AN OVERVIEW OF CONTEMPORARY BUSSINESS EDUCATIONAL SCENARIO
Today, our country with the largest employable population in the world is ironically grappling with the problem of how to make its youth employable. The very reason being that we have only produced enormous Graduates and Post Graduates, Who are only qualified, but they are not skilled. As a result there is a glaring discrepancy between the demand and supply of professionals. Therefore, what need to be achieved in our education system is integration and up gradation of skill development programs along with our academic curriculum.
Education is not just about teaching subjects or transmission of knowledge to students. But it is more to do with transforming their lives. It should aim at transformation and equipping them with Meta skills of language proficiency and technical skills which can help them at their work place. The higher education should focus more on the quality of research and quality of the content of the courses .There is a need for a sturdy and effective regulatory system. Such a regulatory framework will ensure the highest standards of quality in higher education.
THE IMPORTANCE OF ENGLISH IN THE WORLD OF INTERNATIONAL BUSINESS
English is now a global language that belongs to all those who speak it. It is the technology that allows people to travel further and faster than ever before. It is the Internet that links people regardless their nationalities and countries they live in. And technology is also the reason why lots of business people are active globally and why more and more entrepreneurs are on the move than ever before. In this world full of the state-of-the-art technology English serves as a uniting element in many situations, giving all entrepreneurs and small companies a better chance on the market and an ideal comparative advantage over those who lack the ability to communicate in this language.
There is no doubt that professional knowledge and experience is essential for entrepreneurs and managers. But reaching and staying at the top requires more than just being knowledgeable and experienced. One of the reasons why some entrepreneurs are successful and some of them are, let us stay optimistic, less successful, may lie in the ability to communicate knowledge in a foreign language. Of course, one has to agree that entrepreneurs and companies can hire interpreters who are
RAJESH KUMAR. MA. , M.PHIL, KSLET KLE SOCIETY ‘S LAW COLLEGE
both fluent and skilled. However, entrepreneurs cannot expect that people, who are not really involved in a company’s matters, will establish... relationships in the way loyal and committed employees of the company can. The solution to this problem lies in constant learning and studying the foreign language. But first of all, it is significant that employers realize the importance of learning (Business) English at the workplace.
Over the years, research needs analyses have produced a wide range of the language-using tasks an employee should be able to tackle in order to deal with the exigencies of the situations which may arise at the workplace. These are: the ability to communicate appropriately with superiors, colleagues and subordinates, and to representatives of other companies from abroad, the ability to assist an English-speaking (native or non-native) person when hosting business partners from abroad, to participate in the social life of the enterprise (e.g. sports and social clubs, etc.) when visiting business partners abroad. Finally, let us realize that a quarter of the world’s population, i.e. 1.2 to 1.5 billion people, can speak English. Moreover, English has become the lingua franca of international business. These and many other factors make learning English interesting and useful for all those who might be using it when they enter the exciting world of business. A set of linguists who based their assumptions of language on psychology made claims that language is nothing but ‘habit formation’. According to them, language is learnt through use, through practice. In their view, ‘the more one is exposed to the use of language. The phenomenal rise in use of English has mainly taken place over the last two decades. English has reached high status world-wide because of several factors; as the mother tongue of millions of people all over the world, as the language that millions of children learn at school and the language that is used in international relations, for global communication and as the major media language. The importance of a global language has become major, in some contexts such as communication, e.g. international web-pages on the Internet, English is the only language used. In addition, English is used to establish and maintain connection and relationship between people with different backgrounds from different cultures. In this discursive essay, I will discuss the different aspects of a global language and how it will affect cultures, minority languages and communities all over the world
The origin of this term is from the modern era when French became the language mostly used in commerce and diplomacy between the European countries. Not only French serves as a lingua franca, several European languages had the same status; e.g. English, Greek, Latin and German. The term lingua franca became so common that it continued to be used for any “universal” language. Lingua franca can be any language which is used for communication among people who have no native language in common. People in general have different opinions on English as a “global” language. There are positive as well as negative aspects of this. Do we need a global language? Why do we need it? Why should English be the best option? Translation has always played a central role in interaction between people with different languages and language skills. Thousands of years ago, monarchs, ambassadors and merchants had to rely on someone to translate.
THE IMPORTANCE OF TECHNICAL COMMUNICATION
Communicative ability in English today in the highly competitive world is their biggest asset if they are proficient. Not being proficient it will be the biggest liability. The difference it marks in their occupation, their success depends to a great extent on their ability to communicate. It gives a deciding edge over a candidate at odds with his skills. One point which we want to stress is that it is important not only to speak a language fluently but also speak it accurately and convincingly.
The National Commission on Writing concluded that “in today’s workplace writing is a’ threshold skill’ for hiring and promotion among salaried . . . employees. Survey results indicate that writing is a ticket to professional opportunity. Technical communication is a significant factor in your work experience for several reasons.
Technical communication is written and oral communication for and about business and industry. Technical communication focuses on products and services—how to manufacture them, market them, manage them, deliver them, and use them. Technical communication is composed primarily in the work environment for supervisors, colleagues, subordinates, vendors, and customers. As either a professional technical communicator, an employee at a company, or a consumer, you can expect to write the following types of correspondence for the following reasons (and many more).Technical communication is not a frill or an occasional endeavour. It is a major component of the work environment.
A major component of a successful company is the environment it develops, the tone it expresses, the atmosphere it creates. Successful companies know that effective communication, both written and oral, creates a better workplace. These “soft skills” make customers want to shop with you and employees work for you. Your technical communication reflects something about you. E-mail messages, letters, memos, or telephone skills are a photograph of you and your company. If you write well, you are telling your audience that you can think logically and communicate your thoughts clearly. When your writing is grammatically correct, or when your telephone tone of voice is calm and knowledgeable, you seem professional to your audience. Technical communications an extension of your interpersonal communication skills. Co-workers or customers will judge your competence based on what you say and how you say it. In addition to serving valuable purposes in the workplace, technical communication is important because it requires your time.
This course should be designed on the premise that improving communication involves raising students’ awareness about their own use of language and the language of others. This is achieved through the study of Language in use in real communicative contexts. A text based approach is therefore recommended. The term ‘text’ as it is used throughout the guidelines refers to any communicative product, oral, written or visual.
Letters, reports, newspaper articles, speeches, advertisements, films, songs, poems, novels can all be described as texts. The emphasis is on communication in the context of work and enterprise. Module 3 focuses on media and its influence and addresses the issue of visual literacy. Film is considered from a technical and media perspective, the emphasises on the aesthetics of film. Module 4 has two basic foci: literature and composition.
An understanding of how language works in a variety of communicative contexts. This module provides opportunities for the acquisition and application of communicative skills through active engagement with a range of texts. The term ‘text’ may refer to any communicative product, oral, written, or visual. Letters, reports, newspaper articles, speeches, short stories, poems, novels, films etc. can all be described as texts.
The phrase ‘Communicative English’ refers to that English which helps us to communicate effectively with people using language functions.
What are Language Functions?
Language functions are the purposes for which we use specific expressions /utterances / phrases when we speak or write. Some examples of language functions are: Asking someone for his/her likes and dislikes, expressing our thanks to one who has helped us, POSE
Communications and the Working World Communications and Enterprise The Communications Media
ENGLISH AND COMMUNICATIONS • COMMUNICATIONS AND THE WORKING
WORLD
• To develop the students’ understanding of the communicative process • To provide opportunities for students to learn and practise skills in Interpersonal communication • To develop accurate and effective oral, aural, reading and writing skills • To identify the mode of communication and register of language appropriate to a variety of communicative situations including the world of work • To develop the students’ awareness of language • To introduce students to such terms and concepts as: context,theme, tone, structure, style and register • To familiarise students with a range of communication skills central To the active learning methodologies, including researching and presenting reports and participating
MODULES FOR COMMERCE AND MANAGEMENT STUDENTS
1. Basic communicative skills Reading Writing Speaking Listening 2. Practical English grammar
3. Functional English 4. Advanced communicative skills 5. Executive skills 5. Corporate Culture Code of conduct or code of ethics Self attitude to uniformity 6. Self Management Techniques Education and training Self Motivation Developing performance skills – Readiness, Orderliness, Efficiency ,Systemic ,Time Management 7. Self Grooming How to improve physical outfit Dress code as a sign of uniformity Dressing for success 8. Personality Development How to improve the level of self confidence Efficiency and Proficiency through self confidence Developing the overall Personality 9. Employment Communication Body Language A Comprehensive view of communication, Both verbal and non- verbal communication. Body Language as a part of non-verbal communication Gestures and other aspects of body language. Preparing for a Job Interview Job Application Letter The Ethical Dimensions of the Job Campaign The Ethics of Constructing a Resume The Ethics of Accepting a Position Practicing Interview Questions Conducting Yourself during the Interview
Reference Books:
1. Krishna Mohan and meenakashi Ranan. 2010: Advanced
ommunicative English.NewDelhi: TataMcGrawHill 2. Raman, Meenakshi and Prakash Singh- 2006: Business Communications New Delhi:
Oxford University Press. 3. Guffery, Mary Ellen-2004: . Essentials of Business Communication Edition. USA:
Thomson (South-Western). 4. R am a n M e en a k sh i an d S a n g e e t a S h a r m a . 2 0 1 1 : Technical
Communication: Principles and Practice. 2nd Edition. New Delhi: OUP. 5. David Crystal’s English as a Global Language, Cambridege publication, 2nd edition,
1998 6. David Graddol’s The Future of English 7. Contemporary business communication
WHY LEARNERS THINK BUSINESS EDUCATION IS IMPORTANT ???
A. SATHYAVATHI
Research Scholar, Mother Teresa Women’s University,
Kodaikanal
ABSTRACT
Business education, which encompasses several disciplines, enables people to think, speak and behave in ways that support the growth, efficiency and effectiveness of an organization or several organizations. Specific objectives vary by educational institution, specialty, and, in the case of corporate-sponsored training and education, an organization's values and mission.
When an employer provides business education opportunities for its employees, it does so to introduce new concepts, reinforce existing practices or promote new ways of thinking that benefit the organization. For example, it may support a procedural change or the addition of new types of technology to replace older, less efficient processes. Non-credit continuing education, such as workshops, seminars and lectures, appeal to a wide range of professionals, including small business owners, prospective entrepreneurs and others who have no formal exposure to the business world.
Successful individuals in the business environment usually have a mix of education and experience relating to business concepts and principles. Business education involves teaching students the fundamentals, theories and processes of business. Today, students hone their skills through practical experience, which is a part of business education these days. The business education program builds a strong foundation for those who wish to move on to business areas. It also provides practical skills for those who wish to move directly into the workplace. Business education programs provide rich opportunities for relevant, real world learning experiences. These programs provide pathways to specific apprenticeship and workplace destinations along with valuable information and connections that help them to explore potential work and business opportunities.
Key words : Business education, organisation specific concepts and principles, real world experience, skills, workplace skills
Statement of study :
Why do learners think business education is important?
Objectives of the study:
1. To understand how important it is to have knowledge of a business 2. To know what skills are required in the conduct of the business or in the workplace 3. To know the requisite knowledge to be acquired for working in an organisation To sum up the objectives, it says what educational qualification to acquire and in which areas.
Scope of study:
The study is limited to few organisations where the incumbent would like to get into the organisation on his own merit. Here organisations providing training are not taken into consideration....
Limitations of the study:
The study is limited to a few organisations in Bangalore city which expects candidates to have the requisite knowledge, skills in order to occupy positions in the organisation
The Pseudo-Philosophical Angle
The concept “business education” is made up of two overlapping sets: Business, and Education. To construct a logical, Socratic thinking process, the concept could be de-constructed into three separate sub questions, leading to the title question: Is business education important?
First of all, education does not only mean schooling. Even though many would agree that schooling is essential, yet education is a much wider concept embracing formal and informal methods of learning, traditional and non-traditional teaching processes, self-learning (through various media such as books, TV, Internet etc). Thus, it is doubtful whether anyone can argue against the importance of education. Some may argue against formal education processes. The alternatives, however, have not provided mainstream solutions. Therefore, even on this issue, one has to recognise its importance.
Business education is only a subset of education as a whole. Therefore, the question could be re-formulated into: Should one learn about business? Considering that business education includes all management-related subjects, not to mention quite a few self development topics, the answer should again be self-evident. We are aware that some may say that the theories taught or written are just that – theories – and in practice another set of rules apply. I disagree. Of course, one has to look at each situation in practice and see which tools from the theory learnt can and should be applied. After all theories are formalised statements based on patterns observed. And the pattern would have been observed in practical situations. Personal experience has shown me the importance of business education. We know very little academic know-how of the business world, even though we have a bucketful of experience. The learning obtained from the course included the following:
• certain ideas formed through experience and which were being shown are formalised theory .
• Being aware of formal and fully – developed patterns and processes acquired were only vague, half-formed notions and hunches through my experience .
• Confronting theories contrasting with conclusions from the experiences, learning new concepts and correcting attitudes and behaviours where the need was felt .
• Discovering new tools being unaware of, that helped in analysing business or products/ services through new angles.
• Finally, seeing business for what it was – a separate entity from self. This was by far the most important insight obtained – a change in attitude.
I would also like to quote from a study that was done a few years ago by my company with respect to training needs analysis for various Maltese companies. It was discovered that although the number of employees with a first or second degree was significant, yet it was generally felt that job and skill gaps are constantly being created in the changing business environment that require further education, whether formal or informal.
In the environment of small and micro-sized enterprises, with their limited resources, internationally recognised business courses provide opportunities for a talented workforce. On one hand, the acquisition of such knowledge can help improve the competitiveness of the outfit, and on the other hand, EU mobility and international recognition of the certificate provide the individual with a passport to international markets and industries.
The Personal Angle
A rather intelligent and quirky professor once told me that there are three major benefits for people doing a business course (therefore entering the realm of formal education). Most people obtain varying degrees from each one of these three, mostly, but not always, depending on the person’s personal objectives.
Knowledge
There is something you feel you don’t know enough (or at all) about, and you have to get to grips with it to do your job well or better. Or you feel that although you are already quite proficient in the area, but gaining specialist knowledge could bring greater benefits to your company, yourself or both. So you take up a course in that area. Or do some serious research on the Internet. Or buy a book or two on the subject and read them (no, keeping them on your shelf for show is not enough). Or hook up with a specialist in that area and offer to spend some time with him/her (the basis of internships and apprenticeships). Or a number of other ways in which to acquire the required knowledge. So you get your knowledge and all’s well.
Qualification/Certification
In some cases, having the knowledge may not be enough, because recruiters may want to see proof that you have actually acquired this knowledge. That is why qualifications and certification become important. Of course, having the certification many times does not automatically imply that the holder is actually competent in that area (unfortunately a reality experienced by many recruiting companies). However that is, and remains, an important indicator of a person’s ability and often used as a filter.
The qualification, often represented by letters behind a person’s name, is also a sign of prestige and standing. Without overly going into the merits of the motivations behind people listing a full alphabet behind their name on a business card, telephone directory and other such places, it is sad to note that some untoward organisations have caught on to this need and started offering various qualifications from dummy universities for a price. Hence the whole idea of why one would have the qualification becomes warped through fraudulent means, for greed, ego/pride and other such out-of control emotions. I regularly receive emails starting with slogans such as “Why study?” or “Too busy with your career…”, all continuing to offer to send you a certificate according to your wishes for no sweat. Just some good old dollars (or euros, or whatever currency you or they prefer). I have even come across some individuals in recent years who, out of the blue, have claimed to have obtained a high profile qualification (for argument’s sake, let us imagine I am talking about a doctorate). And of course, there has also been the occasional allegation against one or the other individual, regarding his/her having invented his/her Master’s qualification simply by printing it on his/her business card.
Network
The third but not necessarily lowest priority is that of making contacts. One should keep in mind that many times business revolves around networks. You want a job done, or a problem solved, or simply need to buy something, and the “right” person comes to mind because you know that person, and you don’t need to waste time looking around. That is your network. Of course networks can be used rather extensively by going through first (your direct network), second (the networks of your network) or third tiers (the networks of…ok, well, you know what I mean) to get to the “right” person. Just look at politicians, most of them are brilliant networkers, managing to use first, second and third tier networks expertly.
In any case, networking is very important, not least in the business world. Just look at what goes on during coffee breaks and lunches at the various conferences and seminars. These are excellent network places.
Courses, many times pit together people with similar interests, at least in the subjects of the course. Therefore it is understandable that it should also be a place where the attendees form bonds between them. In the case of long-term courses with a not insignificant level of difficulty, as in the case of some Masters programmes, this bonding and camaraderie can become quite strong. Most business schools have developed (or are developing) strong business networks through their alumni, for example. Even the Internet has hatched up various networking places, many for personal and/or amorous reasons but a couple have been launched for business. Learners think Business Education is important....Information taken from the National Standards for
Business Education, Copyrighted 1995 by the National Business Education Association.
Many people—parents, students, and even educators—operate under the erroneous assumption that business education is only for students who expect to graduate and pursue a career in business. The information contained within the business education curriculum is not only valuable for all students in today's world, but also is critical for the success of our country. All students need to have a general understanding of how the American economy operates and the role business plays in the economic well being of this country. Not to mention, the absolute necessity for students to be able to understand and utilize technology in their personal and professional lives.
Recent studies show that 70% of secondary students want to start their own businesses; yet, only about 15% feel that they have the skills and knowledge to do so. Also, it is a well-publicized fact that today's graduates will change CAREERS (not jobs, in the sense of moving to a higher-level position or moving across town to do the same job) at least seven times in their professional job years. This means students need to have the knowledge and skills it takes to become a lifelong learner and to harness the momentum of the business world to their advantage!
Students who elect to study business may do so for a variety of reasons. They may be interested in business education because they want to learn about investments, develop computer skills, or understand how economic principles apply to life. They may study business because they intend to go to work immediately after graduation from high school or a community college. Some study business to learn the basics of entrepreneurship so they can start they own business. Still others may have decided that pursuing a college degree in business is their goal so they study business education to prepare for higher education.
The National Business Education Association and members of the business education community recommend that at the completion of secondary school, students should be able tofunction as economically literate citizens through the development of personal consumer economic skills, knowledge of social and government responsibility, and an understanding of business operations.
Demonstrate interpersonal, teamwork, and leadership skills necessary to function in multicultural business settings.
Develop career awareness and related skills to enable them to make viable career choices and become employable in a variety of business careers.
� Select and apply the tools of technology as they relate to personal and business decision making.
� Communicate effectively as writers, listeners, and speakers in social and business settings.
� Use accounting procedures to make decisions about planning, organizing, and allocating resources.
� Apply the principles of law in personal and business settings.
� Prepare to become entrepreneurs by drawing from their general understanding of all aspects of business.
� Understand the interrelationships of different functional areas of business and the impact of one component on another.
� Develop the ability to participate in business transactions in both the domestic and international arenas.
� Develop the ability to market the assets each individual has whether they be in the labour market or in the consumer goods market.
� Manage data from all of the functional areas of business needed to make wise management decisions.
� Utilize analytical tools needed to understand and make reasoned decisions about economic issues—both personal and societal.
Every Student Should Know About Business Education
FACTS
What Business Courses Do For Learners
1. Develop “Life Skills” Necessary for Economic Success
Business courses help you develop knowledge in personal finance, time management, organizational skills and goal setting. This information will be used in important decisions related to buying a house or car, choosing the appropriate insurance, filing tax returns, budgeting, and investing
2. Provide Information Technology Skills
The ability to use technology to access and create information is a vital skill in today’s business world. Business courses that teach word processing, spreadsheet, database management, and digital and Internet skills can help you get a higher-level position with a better salary.
3. Expand Your Educational Opportunities
Most students learn best in courses that offer hands-on experience. Business courses add new dimensions to learning through applied activities. Business courses make academic subjects more relevant and show how reading, English, and math can be applied in “real world” situations.
4. Develop Marketable Skills and Habits to Apply to Any Career
Communication skills, self-confidence, self-awareness, good work habits, problem solving, critical thinking, punctuality, goal setting reliability, teamwork, and leadership are learned in business classes. You will feel a sense of accomplishment, which will instil the self-assurance you need to set and achieve career goals.
5. Acquire International business knowledge
In today’s global economy, a familiarity with other countries and cultures and their impact on American business is essential. Business courses provide you with knowledge of the international marketplace and economic systems, which can be a stepping stone to a career in international business.
6. Encourage creativity and entrepreneurial thinking
An explosion of job growth has occurred in small businesses. Business courses prepare you to work in a small business and/or start your own business. You will learn to meet new challenges with a creativity that results in fresh ideas and will develop an entrepreneurial attitude that can make things happen in any career.
7. Broaden Lifelong Work and Study Options
After taking business courses, you will have the option to go to work, go to college, or do both, whenever you are ready! Business courses prepare you for a well-paying, satisfying career in any of a wide variety of fields in the business world. Regardless of the area you study, you will always need business knowledge.
8. Help pay for college
The skills acquired in business courses can help you obtain employment to finance your education. You can work full-time and earn more money—more quickly—to pay for college or you can work part-time to earn money for tuition while attending college. You may also work for employers who will assist in paying for college education expenses.
9. Protect career interests before going to college: Business courses allow you to explore career interests through various courses like accounts, international business, entrepreneurship, communication, business management, marketing, information technology etc.,
10. Provide two educational options in one, college preparation and career preparation
Business programs include academic subjects needed to meet the entrance requirements of two- and four- year colleges and universities. They also include subjects that meet entry-level job requirements of employers in fields related to the program.
To conclude, highly educated workforces create competitive advantages for companies in the business environment. Educated individuals bring in more creative and innovative ideas, thereby improving operations and finding new ways to increase productivity of goods. Individuals with business education are helpful for the companies in managerial selections. Thus, companies don’t have to conduct extensive recruiting searches. This saves a lot of time and money. Educated individuals have innovative ideas to connect themselves with the probable audience. Hence, they take the message out in a far better way.
Business education inculcates the fundamental qualities needed for the proper management of a business. Therefore, the individuals have the quality to mange marketing, finance and production department in a more organized way. Overall, business education invigorates a sustainable development of a company in a planned way. This is the reason why companies recruit employees, who have problem solving skills, knowledge of finance and economy with the added knowledge of the fundamentals of marketing and production.
References:
1. ‘The importance of business education and its significance to business’ Business Education Dated the 11th December 2014 2. ‘The objective of education is learning not teaching’ Journal on Wharton Aug 20, 2008. 3. ‘World declaration on higher education for the 21st century vision and action’ in the Journal Higher education in the 21st century vision and action dated 9th October 1998. 4. ‘Teaching Business Education’ – A book by Martin Jephcote pages 14-19 5. ‘Assessment of Higher Education Learning Outcomes – Volume 1, feasibility study report Karine Tremblay, Diana Lalancette, Deborah Roseveare 6. National Business Education Association www.nbea.org 7. National standards for business education www.nsbe.org 8. Journal of Business Education “Importance of business education and its significance to business world December 11, 2014. 9. National Commission for further and higher education www.ncfhe.org
Role of English and Communication in Business Education
Shilpa V
M. Com 4th
sem,
APS College of Commerce
E-Mail: [email protected]
Abstract:
The paper aims at importance of English and Communication skills in the present Business World. Business Education involves teaching students the fundamentals, theories and processes of Business. Education field occurs at several levels including Secondary education. Approximately many students enrol in one or more Business courses during their high school tenure. English being an internationally accepted Official language, has gained much importance in the present day world. Communication skills play a vital role in achieving excellence in business education. The objective of my paper is to analyse how one can, through proper learning of English and communication skills as a strategy achieve such excellences. There are various methods for which these can be achieved. Also with the application of these as strategic tools, one can be a master of Business Education.
Key Words: Strategy, Official Language, Tools, Business Education, Communication
Introduction
Language is a primary source of communication. It is a method through which we share our ideas and thoughts with others. There are thousands of languages in the world, among which few are officially spoken and one such is English. It has become as the International Common Tongue. English is essential to the field of Business Education, where the teaching begins from the Secondary level of Education. In today’s global business world, it is so important on how one communicate effectively with others in every-day business situations.
Objectives
• To learn the Importance of English in today’s Business World
• Importance of English and Communication Skills in Business Education
Research Methodology
• Exhaustive Literature survey regarding the topic and themes has been done. Secondary data inclusive of quantitative and qualitative data as well collected form books, research papers, websites is used for the purpose of study.
Findings
Business English lessons are targeted for people with office jobs. Each lesson contains multiple sentences where in which we can learn more. It is the technology that allows people to travel further and faster ever before. In this world full of the state-of-the art technology English serves as the uniting element in many situations, giving all entrepreneurs and small companies a better chance on the market and an ideal comparative advantage over those who lack the ability to communicate in this language.
Of course, one has to agree that entrepreneurs and companies can hire interpreters who are both fluent and skilled. However, entrepreneurs cannot expect the people, who are not really involved in the company’s matters, will establish relationships in the way loyal and committed employees of the company can. It is significant that employers realize the importance of learning English at the work place. There may arise few situations where in which employee should have the ability to
communicate appropriately with superiors, colleagues and subordinates, and to representatives of other companies from abroad, the ability to assist an English-speaking person. There are many such factors which make English interesting and useful for all those who might be using it when they enter the exciting World of Business.
The majority of websites on the internet are written and created in English. As soon as we decide to learn English for the purpose of Business Education, there are umpteen sites which offer coaching in English.
In almost all the companies, especially large corporations, the number of employees is humongous for personal one-to-one communication. One needs to have better communication skills to face the other party, who is supposed to make understand the situation and represents the company, for the benefit of the company and oneself as well.
English and Communication both comprise of Office Basics, Computer related , meetings, explanations and presentations, phone calls, business trips, review process, quitting work,
building relationships, getting down to the business, breaking the ice, managing a meeting, positions and interests, brainstorming and evaluating, questioning and clarifying, social networking, bargaining, active listening, from contact to partner, clinching the deal, action points everything requires the English and Communication skills which are to be adopted in the business education.
Some of the ways in which effective communication skills can be achieved in the business education is as paying attention, listening skills, honest open two-way communication technique, being influential, being charismatic, the power of silence, being clear in ideas and thoughts, confidence Inquisitiveness. All these bring about efficiency and collaboration and success to the Business.
Conclusion
To conclude, success in any business is often hinged on one single important word- communication and most of it happens in English.
English and Communication skills embedded in Business Education in increasing
employability
Contents:
� Introduction � Meanings � Skills Required by the Employers � Role of English in the present world � Business education compared with employers requirement � Conclusion
Introduction:
Each and every business person always likes to create a network which works for him and generates revenue for him without his presence in the business. Business education involves teaching students the fundamentals, theories, and processes of business. Education in this field occurs at several levels, including secondary education and higher education or university education.
Business Studies is a broad subject in the Social Sciences, allowing the in-depth study of a range of
Meaning of Business Education:
Business education involves teaching students the fundamentals, theories, and processes of business. Education in this field occurs at several levels, including secondary education and higher education or university education.
Business education should render knowledge of Economics, Finance, Business & Industry
Business educations on Economics are
• Policies framed or polices followed in a particular economic country
• New amendments in acts followed by different business
• Standard and norms to be followed by different business
• Economical influence on business development
• Trend analysis
Business educations on Finance are:
• Sources of finance in the market
• Different instrument in the financial market
• Global finance availability
Business education on Business & Industry are:
• Business types
• Budgeting of business
K R PRAJWAL
A P S College of Commerce
• Process of business survey
• Industrial working style
Top 10 Employability Skills
1. Communication skills — Listening, speaking and writing. Employers want people who can accurately interpret what others are saying and organize and express their thoughts clearly.
2. Teamwork — In today’s work environment, many jobs involve working in one or more groups. Employers want someone who can bring out the best in others.
3. Analytical and problem-solving skills
reasoning and past experiences to identify and solve problems effectively.4. Personal management skills —
set priorities and adapt to changing conditions and work assignments.5. Interpersonal effectiveness —
workers and build relationships with othe6. Computer/technical literacy —
software, they also expect employees to be proficient with basic computer skills.7. Leadership/management skills
required, is a welcome trait. Most employers look for signs of leadership qualities.8. Learning skills — Jobs are constantly changing and evolving, and employers want people who
can grow and learn as changes come.9. Academic competence in reading and math
almost all jobs require the ability to read and comprehend10. Strong work values — Dependability, honesty, self
qualities in any profession. Employers look for personal integrity.
English around the World
Process of business survey
Listening, speaking and writing. Employers want people who can accurately interpret what others are saying and organize and express their thoughts clearly.
In today’s work environment, many jobs involve working in one or more groups. loyers want someone who can bring out the best in others.
solving skills — Employers want people who can use creativity, reasoning and past experiences to identify and solve problems effectively.
— the ability to plan and manage multiple assignments and tasks, set priorities and adapt to changing conditions and work assignments.
— Employers usually note whether an employee can relate to coworkers and build relationships with others in the organization.
— although employers expect to provide training on jobsoftware, they also expect employees to be proficient with basic computer skills. Leadership/management skills — the ability to take charge and manage your co-workers, if required, is a welcome trait. Most employers look for signs of leadership qualities.
Jobs are constantly changing and evolving, and employers want people who can grow and learn as changes come.
etence in reading and math — although most jobs don’t require calculus, almost all jobs require the ability to read and comprehend instructions and perform basic math.
Dependability, honesty, self-confidence and a positive attitude arequalities in any profession. Employers look for personal integrity.
Approximately 375 million people speak English
around the world and there are more than 50
English speaking countries, where English is either
the official or the primary language. It is the third
most common primary language.
North America - 85 percent of that country's population speaks English
Europe - 98 percent of the residents of
Listening, speaking and writing. Employers want people who can accurately interpret what others are saying and organize and express their thoughts clearly.
In today’s work environment, many jobs involve working in one or more groups.
Employers want people who can use creativity,
ity to plan and manage multiple assignments and tasks,
Employers usually note whether an employee can relate to co-
although employers expect to provide training on job-specific
workers, if
Jobs are constantly changing and evolving, and employers want people who
although most jobs don’t require calculus, instructions and perform basic math.
confidence and a positive attitude are prized
Approximately 375 million people speak English
around the world and there are more than 50
English speaking countries, where English is either
al or the primary language. It is the third
85 percent of that country's
98 percent of the residents of
Role of English in corporate world
• Chief advisor at Shiksha, Nikhlesh Mathur says, "If one is good in English then it helps in communication country-wide and world-wide. That is why English is an important tool at all places which have business connectivity outside their region. In a Country like China where only Chinese language prevailed till sometime back, has realized this quickly and are now themselves giving emphasis on learning English."
• It also motivates and boosts the morale of an individual to perform better. It not only churns out the best skills within a professional but also promises a growth oriented career. It is significant for an effective interaction with the colleagues which may prove to be beneficial depending upon the organizational environment. A strong hold over the language ensures in understanding others better and gaining control over unfavourable situations.
Recommendations:
• Business education model should include practical exposure to work also as it is practiced in most of the professional courses
• Industrial working on a specific sector for a specific period of time will give the expertise knowledge on the business environment
• Project work of the students should be innovative rather than continuation of previous projects with new statistical data
• It is always recommended that professional training should be provided very frequently and help the student for better improvisation in their professional skill to be competent in their employment
Conclusion:
• All though each and every training provided by the university to the students it depends on the student to utilise the available resource in a correct way to improve his skill on knowledge of business and English and communication skill to present himself in a better manner to the word.
• Student should always be in a position of what he/she can give to the organisation rather than what organisation wants ie.. having idea of different fields will help the organisation than only in one field.
Reference:
Meaning of business education: https://www.google.co.in/search?site=&source=hp&q=Meaning+of+Business+Education&oq=Meaning+of+Business+Education&gs_l=hp.12..0l2j0i22i30k1l7.47812.47812.0.53196.1.1.0.0.0.0.303.303.3-1.1.0....0...1c.1.64.hp..0.1.300.rkgyjDsU8go
English around the World
http://www.5minuteenglish.com/english-around-world.htm https://www.google.co.in/search?q=English+around+the+World+chart&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwi9s4iQ5qLSAhUELpQKHX1jCkkQsAQIGw&biw=1517&bih=708
Role of English in corporate world http://www.shiksha.com/spoken-english-is-a-corporate-essential-article-4386-1
Use of innovative Skills in achieving Excellence in Business Education
Sana Begum Suchita. A. Shetty Mohammed Nadeem Sagar K J
R.P.A. First Grade College
Abstract
Innovation is a driver of growth and well-being. Harnessing the benefits of innovation within the education sector itself is a key challenge. It also implies that societies, education and training Systems must empower people to innovate and quickly respond to new skills, needs generated by innovations. The skills needed in business education to excel and go beyond knowledge and mastery of one’s domain is innovators to think critically, to apply their knowledge to unfamiliar problems and to be able to come up with new ideas. It is essential for the teachers to use different pedagogies that are attuned to skill development such as collaborative learning, experiential learning, and problem based learning, interactive Questioning etc., Studies based on the objective of finding out path to excel in business education through innovative skills.
Key Words: - Excellence, Pedagogies, innovative Skills, Business Education.
INTRODUCTION
The students now have a vast choice regarding the institutions in which they want to study. Since the management graduates and post-graduates produced by these institutions are primarily absorbed by industry, there is a growing need to match the curriculum and structure of business education to better fit the needs of India and sensitive to the changes in both in the industrial and services sectors within the country. Moreover, it is important to properly assess the quality of business education imparted to the students in various institutions for proper decision-making regarding selection and recruitment by potential employers.
It is generally believed that management creates the vital link between organizational effectiveness, economic progress, and people’s performance at organizational level. In this respect managers have to play a considerably more significant role in the overall success of their organizations and development of their nations.
Business education is about facilitating learning of job-related behaviors in order to improve individual and corporate performance (Krishnan, 2008).The scope of this paper is to focus on some of the skill sets required under a global market environment, and to provide a generalized view of the focus, strategies and procedures that are essential for reforming business education.
According to the Indian Current Affairs, December 10, 2010 the objective behind allowing FDI is to complement and supplement domestic investment, for achieving a higher level of economic development and providing opportunities for technological up gradation, as well as access to global managerial skills and practices. In an Indian perspective, issues which need to be addressed are declining profitability, lack of sufficient expertise in new product development, growing foreign direct investment, lack of strategic perspective and necessity of creating global brands on account of increased opportunity globally.
OBJECTIVE OF THE STUDY:
It is based on the objective of finding out path to excel in business education through innovative skills.
RESEARCH METHODOLOGY:
The study is based on secondary data collected from sources like books (Shaping the future of business education) and websites.
Defining Excellence in Business Education (EBE)
Excellence refers to a certain level of quality and value present within a system, thing, service, good or structure as perceived by individuals and groups. It bears on the ability of a good or service to truly exceed current standards and quality deemed the minimum or acceptable in defining a thing as worth its opportunity costs based on consensus of what is value or valuable. In this case, business education is both valuable and a value we embrace in meeting our current needs and wants as individuals and consumers. Achieving excellence in education is no easy matter as there is no universal formula as in E=mc² or any proven body of knowledge so designed to achieve definitive excellence in teaching, learning, and practice.
Excellence in Business Education (EBE) means different things to different business schools, colleges, and accreditation agencies. Among the three major home-based accrediting agencies for business education in the United States, the International Assembly for Collegiate Business Education (IACBE), Association to Advance Collegiate Schools of Business (AACSB), and Accreditation Council for Business Schools and Programs (ACBSP), there are different standards of quality applied in defining and attaining “excellence” in business education.
New Technologies in Business Education has embraced enormous changes in technology in a
bid to providing quality education to students.
1. E-learning environment: - The electronic environment now in vogue has necessitated the need for electronic teaching infrastructure. A prominent tool is the smart board which commands respect as it eases the use of multi-media and greater interactivity. A significant and unique feature of the smart board is that it allows teachers or instructors to make illustrations of those business concepts that hitherto were difficult to be illustrated. 2. Changes in Keyboarding:-Traditionally, keyboarding has been the primary course taught by Business Education programmes at the secondary school level. Because of the computer, keyboarding is seen by many as a basic skill needed by all students. In fact, Toppe in Business Education Forum (1991) refers to keyboarding as an “enabling skill tool needed by almost every worker in all types of organizations and at every level in the hierarchy of these organizations”.
Quality of Business education curriculum and pedagogy
In India, there is a lack of quality industrial training. The students are treated as inexpensive labor. Very few organizations provide structured training. The study clearly revealed a curriculum gap. From the industry perspective the most pronounced mismatch in priorities relates to interaction with customers. Maintaining a healthy relationship with the customer is viewed as the most important skills by practitioners.
Analytical and intellectual skills: Analytical ability is a basic skill that a business graduate should possess. This skill includes the ability of a person to collect accurate and complete information, the ability to identify the importance of information, and the ability to apply logic and reasoning to clarify the relationships between different objects before making any decision.
Intellectual skills: Intellectual skills include identifying and anticipating problems, finding acceptable solutions, developing inductive thought processes, and assigning priorities (Simons and Higgins, 1993). With the recent increase in publicized corporate failures, business education
must pay greater attention to problem-solving skills, analytic reasoning, and forensic accounting procedures.
Multi-disciplinary and inter-disciplinary skills: In addition to the in-depth knowledge in a specialized area, global market trends also require business graduates to have a wider spectrum of knowledge in multidisciplinary areas. Graduates in business should have knowledge in all diverse fields to solve diverse and unstructured problems in unfamiliar settings; they must have an understanding of the economical, social, cultural, and psychological forces that affect organizations. Communication skills: Communication skills include listening effectively, presenting, and defending views orally and in writing, and locating and organizing information from both human and electronic sources (Simons and Higgins, 1993).These communication skills enable business graduates to understand the psychology of people of different ages, culture and learning stages and then furnish graduates with the skill to listen and motivate others.
Technical skills: Development in technology has made familiarity with technology not only beneficial, but also fundamental to the survival in the new business environment. Employers expect a new employee entering the work force to possess basic technology skills that are required in the work place. Competence in such technology enables employees to be creative in the workplace and also helps them more swiftly adapt to their new work environment. Critical thinking: Reinstein and Bayou (1997) state that critical thinking includes formulating and identifying deductively- and inductively-warranted conclusions from available evidence, recognizing the structure of arguments and assessing the consistency. For an effective discharge of these skills, one must uses one’s critical thinking skills, which include the ability to observe, evaluate complex systems and information, detect, predict, advise, and recommend appropriate action.
Appreciation of cost management: Understanding on profitability and return on investment holistic approach such as Balanced Scorecard Approach (Kaplan and Norton, 1992) or Corporate Entrepreneurship approach (Verma, 1997) is essential for long-term existence of an organization. A disjointed approach towards profitability does not work in the long run. There is a need for an understanding of fundamental financial principles.
INNOVATION IN BUSINESS EDUCATION
The following are the some of the innovative teaching methods to educate the student.
They are:
1. E-Learning 2. Blended Learning 3. Case method 4. Business game 5. Role play simulation 6. Project management simulation 7. Virtonomics 8. Keller plan 9. Z to A approach
1. E-Learning or online learning: refers to instruction and delivery of information by computers through the internet or company intranet. It includes task support, simulation training, distance learning and learning portals. It focuses on learning solutions that go beyond to include information and tools that improve performance.
2. Blended Learning: Many companies are moving to hybrid or blended learning. Chicago based company employed this method. This method combines online learning, face-to-face instructions. 3. Case Method: The case method is a teaching approach that consists in presenting the students with a case putting them in the role of a decision maker facing a problem. The case method overlaps with the case study method, but the two are not identical. Case studies recount real life business or management situations that present business executives with a dilemma or uncertain outcome. The case describes the scenario in the context of the events, people and factors that influence it and enables students to identify closely with those involved -European case clearing house, case studies. The case method is a teaching method that is largely used in business schools. Within the first two paragraphs, present what the central person sees as the decision point or dilemma. Identify other major players if relevant. 4. Business Game: It is also called as business simulation game refers to simulation games that are used at an educational tool for teaching business. Business games may be carried out for various businesses training such as: general management, finance management, organizational behavior, Human Resource Management, operations Management etc. here often the term Business simulation is used with the same meaning. Business games are used as a teaching method in universities and more particularly in business schools but also for executive education. Simulations are considered to be an innovative learning method and are often computer based. 5. Role Play Simulation: Role pay simulation is a leaning method that depends on role-playing. Learners take on the role profiles of specific characters or organizations in a contrived setting. Role play is designed primarily to build first person experience in a safe and supportive environment. Role-play is widely acknowledged as a powerful teaching technique in face to face teaching and role-plays online is also powerful, with some added benefits. Role play simulation aims to revive the ease and joy of experiential learning. Role play simulation models human interactions (allowing the players to role play) in a constructed environment by; Creating an artificial social structure (or simulation some known social structure) Enforcing the social structure Providing plausible scenarios for players to respond, react and play role. Role play also has applications in forecasting. One forecasting method is to simulate the condition (s) being studied. 6. Project Management: Project management simulation is simulation used for project management training and analysis. Project management simulation is often using as training simulation for project managers. In other case it is used for what –if analysis and for supporting decision making in real projects. Frequently the simulation is conducted using software tools [1]. Project management simulation for training is an interactive learning activity, frequently practiced as a group exercise. The purpose of the simulation is to impart to students the competencies (knowledge, skills and attitudes) that will ultimately improve their performance. It confronts trainees with the situations and problems that arise in real world projects. Trainees see the consequences of the decisions they make. They can track the evolution of the project parameters; scope, costs, schedule and quality, as well as project problems. To make mistakes and provides an opportunity for learners to solve typical project problems, for make mistakes and analyze them. 7. Training Simulation: A training simulation is a virtual medium through which some types of skills can be acquired. Training simulations can be used in a wide variety of genres; however they are most commonly used in corporate situations to improve business awareness and management skills they are also common in academic enlivenments as an integrated part of a business or management course. The word simulation implies an imitation of a real life process. Usually, via a computer or other technological device, in order to provide a lifelike experience. This has proven to be a very reliable and successful method of training in thousands of industries worldwide. They can be used both to allow specialization in a certain area and to educate individuals in the workings of the sectors as a whole, making training simulations incredibly versatile. It is important to emphasize that training simulations are not just gems, their aim is to educate and inform in an exciting and memorable way, rather than purely to entertain. Although the most common use for training simulation is in a corporate setting, simulation games are increasingly being used to educate young people about the importance of business. Form secondary school age all the way up to MBA students, anyone can benefit from the first hand
experience of running a company and making decisions that directly affect performance. This will allow the participants to gain an overall understanding of the business world and give some insight into the type of skills that are necessary to succeed. However, skills that every good training simulation should build on include: 1. Business awareness 2. Time management and organization 3. Team coordination 4. Problem solving
8. Virtonoimics (“virtual economics”): It is a browser multiplayer economics game. Virtonoimics is a business simulation, simulating economics. It allows users to study the basics of management. The game is turn based and the conversion of a game situation occurs once a day. The game resembles the game capitalism (designed by Trevor Chan). The main purpose of the game in Virtonoimics is to build a successful business in a tough competitive struggle. The player is given the opportunity to become a tycoon. He starts his own company and develops out, competing with thousands of real corporations. To do this, the player can engage in trade, manufacturing, research, exploitation of natural resources, agriculture. The player manages personnel, finance, marketing, logistics and other business processes. By controlling the corporation the player hires and trains staff, established sales and deliveries, monitors the activities of competitors, improves the quality of his pro0ducts, enters into business alliances and more. 9. Keller Plan: Some teachers use the so called Keller plan in their teaching. In this a semester is divided into about sixteen units. The teacher gives in the beginning one or two lecturers and gives details of syllabi in each unit and references to books and journal articles in each, a student studies these units in succession and when he has finished a unit, he approaches the instructor for test. If the students pass the test, he proceeds to the next unit; otherwise he again studies the same unit and come again for a test. Every student makes progress at his own pace. Some students complete sixteen units in twelve weeks, others complete twelve units in sixteen weeks. The grade depends on the number of units completed. The Keller plan makes a great demand on the time of teacher and students. The teacher however does not teach but advises and examines. The student does not listen to lectures, he reads and is examined. The basic philosophy is that it is better to fully understand part of the course than to partially understand the full course that each individual should make progress at his own pace and that one should fully understand the earlier units before proceeding to the later units. 10. Z to A Approach: This approach attempts to explain the application part of a particular concept first. This teacher should explain the application of a particular concept first and explain the effects of such applications. For example, in management subject- motivation is explained in a manner that the organization get extensive benefits out of using some techniques like promotions and awards. So here the use of promotion is explained first and later students would get interest in knowing what are promotions and awards. The teacher starts explaining what promotion is and explains what motivation theory in management
CONCLUSION:
This paper draws together the benefits of Business Education; skills, features, and attributes of excellence. For many years Business Education has provided young learners with outstanding opportunities and experiences. However, not every pupil has had access to the subject. Curriculum for Excellence presents us with the opportunity to be at the heart of the curriculum, providing every learner with the skills, knowledge, and experience that will equip him or her for life in the 21st century. We must work together to ensure that excellence in Business Education is afforded to all to ensure that our young learners have the skills, knowledge, and capabilities to perform their full role in the global economy, in the 21st century.
REFERENCES:
http://www.gov.scot/Resource/Doc/91982/0114464.pdf
http://www.apo-tokyo.org/00e-books/IS-47_2011/ind_ibeqae-2011.pdf
http://digitalcommons.ilr.cornell.edu/cahrswp/356/
ESSENTIAL SKILLS TO BE EMBEDDED IN BUSINESS EDUCATION TO INCREASE
EMPLOYABILITY
Dr. S.C.Poornima
Professor, P.G. Dept. of Commerce
BMSCW
Vindhya N.S
Research Student,
BMS College for Women
Email id: [email protected]
ABSTRACT
Today’s challenging economic situation means that it is no longer sufficient for a new graduate to have knowledge of an academic subject; increasingly it is necessary for students to gain those skills which will enhance their prospects of employment. Employers, employees, educators and students know that the development of employability skills is essential in a continued competitiveness and growth in highly competitive global markets. At the same time, it is difficult to take effective, concerted action because, it is unclear about what employability skills are, how they are connected to one another, and how to approach the process of developing them. The researcher tries to understand the skills needed in business education. The paper sets its objectives to identify and a secondary research of the published literatures available through online database N-list was adopted. The research evidence suggests that basic skills, intellectual abilities and personal attributes are to be essentially embedded in business education.
KEYWORDS: Challenging economy, skill, employability
Introduction:
The two greatest concerns of employers today are finding good workers and training them. The difference between the skills needed on the job and those possessed by applicants, sometimes called the skills-gap, is of real concern to human resource managers and business owners looking to hire competent employees. While employers would prefer to hire people who are trained and ready to go to work, they are usually willing to provide the specialized, job-specific training necessary for those lacking such skills.
Most discussions concerning today’s workforce eventually turn to employability skills. Finding workers who have employability or job readiness skills that help them fit into and remain in the work environment is a real problem. Employers need reliable, responsible workers who can solve problems and who have the social skills and attitudes to work together with other workers.
Creativity, once a trait avoided by employers who used a cookie cutter system, is now prized among employers who are trying to create the empowered, high performance workforce needed for competitiveness in today’s marketplace.
Employees with these skills are in demand and are considered valuable human capital assets to companies. Employability skills are those basic skills necessary for getting, keeping, and doing well on a job. These are the skills, attitudes and actions that enable workers to get along with their fellow workers and supervisors and to make sound, critical decisions. Unlike occupational or technical skills, employability skills are generic in nature rather than job specific and cut across all industry types, business sizes, and job levels from the entry-level worker to the senior-most position.
Objectives of the study:
i) To understand the meaning of employability. ii) To understand the need for including employability skills in higher education.
iii) To study the employer’s perceptions of employability skills. iv) To showcase the skills to be embedded in business education to increase employability.
Review of literature:
David Curtis and Phillip McKenzie (December 2001)
The paper analyzes the principles and purposes in different approaches to key employability competencies, including the views of employers in Australia and overseas. The study proposes options that would enable the development of key employability skills to be more deeply embedded in Australian education and training. It infers that the seven key competencies required are: collecting, analyzing and organizing information; communicating ideas and information; planning and organizing activities; working with others and in teams; using mathematical ideas and techniques; solving problems; using technology.
National Network of Business and Industry Association (July, 2014)
The paper infers that the employers in every industry sector emphasize the need for employees with certain foundational skills. These include a strong academic grounding in reading and math, as well as individual abilities such as teamwork, problem solving, work ethic and integrity. While employers rely on employees to have the same basic skills, they do not always talk about or label them the same way. This makes it difficult for prospective employees and educators to know exactly what it takes to be ready to succeed in any career path in any industry.
Dr. Shweta Tiwari (November, 2012)
This paper examines the link between the industry competency requirement and the current provisions for Business education in India and aims to understand the significance of skills and competencies with employment. The research paper shows that there exists a gap in terms of ensuring that the needs of industry are met by the ongoing skills development of the workforce. The study reveals a clear understanding of the factors in business education that govern the relationship between the Skills, Competencies and Employability.
Research gap:
A study of the review of literature provided an impetus to the understanding of the researcher that more intervention into the concept of employability skills is necessary. Thus, a study was initiated into the sources of literature available in the field relating to the concept of employability. The researchers also found that it was necessary to explore the available literature on the expectation of the industry towards employability skills of business management students.
Methodology:
The researchers conducted on secondary research of the published literatures available through online database N-list. The data collected is to identify the skills to be embedded in business education to increase employability.
Meaning of Employability
Maintaining employees with the proper skills for a given job is critical to all types of organizations in that it can lead to overall organizational success and employee performance. Specifically, having
sufficient employability skills may be the primary characteristic that helps to increase an individual’s confidence in a particular job and provide a subsequent positive impact to organizational performance. However, employability skills alone may not be enough to allow the potential of a skilled workforce to realistically improve organizational performance and productivity
The process of identifying and developing relevant talent is critical for organizations in meeting both short and long-term performance goals. However, it must be noted that the concept of employability is far broader than the concept of talent. Nevertheless to be employable, workers must possess talent. Moreover, organizations must work to promote the various types of talent they need by developing practices and systems that account for the current level of talent that resides within the workforce of the organization
A practical approach postulated by Hillage and Pollard identifies employability as possessing the capability to obtain and maintain work that is fulfilling. Further, and more broadly, employability is the capability of individuals in effectively utilizing their knowledge, skills, and attitudes within a particular context to self sufficiently realize their potential by sustaining their own employment.
Need For Including Employability Skills In Business Education
In the wake of rapid growth in higher education and the increase in global market competition experienced by many employers, there is an intense pressure to equip graduates with more than just the academic skills traditionally represented by a subject discipline and a class of degree. A number of reports issued by employers’ associations and Higher Education organizations urged universities to make more explicit efforts to develop the ‘key’, ‘core’, ‘transferable’ and/or ‘generic’ skills needed in many types of high-level employment.
i) The basic objective of higher education throughout the civilization was to be employable. Graduates are in competition to perform a good figure in the job market while they are there. Higher education and employment is intertwined though for few, it may be different.
ii) It can be recognized that for many students, the transition from education into employment is not a straightforward matter and in the past many students have been ill equipped for this transition.i
iii) The nature of graduate employment is changing; today it is only a minority of students who can hold any realistic expectation of employment in a position directly related to the discipline studied; this is particularly the case for those students whose focus remains within traditional academic disciplines.
iv) It is essential that the academic standards of particular disciplines or broader fields of study are not undermined, it is also important to be realistic and to note that the academic knowledge gained will (for most students) never be utilized directly in any employment context. More and more, the academic qualification of the degree is merely a statement that the graduate has demonstrated the ability to perform to a particular level of academic competence and, perhaps more importantly, possesses the ability to learn.
v) Proponents of employability skills among the education research community are interested in the relationship between the development of these skills and the acquisition of technical skills and broader kinds of subject knowledge.ii
Employer’s Perceptions towards Employability Skills
From the perspective of employers, ‘employability’ often seems to refer to ‘work readiness’, that is, possession of the skills, knowledge, attitudes and commercial understanding that will enable new graduates to make productive contributions to organizational objectives soon after commencing employment. Indeed, studies of employer demand for graduates in engineering and science disciplines have found that appropriate work experience and evidence of commercial understanding rank highly
as selection criteria because of commercial pressures to seek graduates who will not require long ‘learning curves’ when they start employment.
According to a survey conducted by Forbes, it makes clear that employers want universal skills that one can learn across academic disciplines and in any job where you are working with others. The study says that the trick is to communicate clearly that you have those skills.
Certain studies suggest that there is little common understanding between employers and business education over the concept of relevant skills, and that increasingly, ‘graduate attributes’ are seen by employers as more important than the degree subject studied. According to the study, Graduate attributes are said to be academic abilities, personal qualities and transferable skills which all the students would have the opportunity to develop as a part of business education.
The skills to be embedded in business education to increase employability Employability Skills
Employability skills are the “career capital” that people need to get a job and acquire job-specific skills while on the job.
Employability skills are those basic skills necessary for getting, keeping, and doing well on a job. These are the skills, attitudes and actions that enable workers to get along with their fellow workers and supervisors and to make sound, critical decisions. Unlike occupational or technical skills, employability skills are generic in nature rather than job specific and cut across all industry types, business sizes, and job levels from the entry-level worker to the senior-most position.
Employability skills, where categorized in many different ways, are generally divided into three
skill sets:
(a) Basic academic skills (b) Higher-order thinking skills and (c) Personal qualities.
The three skill sets are typically broken down into more detailed skill sets as shown in the figure below:
Basic Academic Skills
Although the academic skill level required by some entry-level jobs may be low, basic academic
skills are still essential for high job performance. Ideally, new hires will have the ability and will want to learn. They also need the ability to listen to and read instructions and then to carry out those
instructions. When asked for information, these individuals should be able to respond appropriately both orally and in writing, including recording and relaying information. Reading ability includes comprehending what has been read and using a variety of written materials, including graphs, charts, tables and displays. Entry level employees also need the ability to complete basic math computations accurately.
Higher-Order Thinking Skills
Perhaps it is important for job success that one needs to possess not only good basic academic skills but over and above that he/she needs to have good higher-order thinking skills. The ability to think, reason, and make sound decisions is crucial for employees desiring to do well and advance. A person who can think critically, act logically, and evaluate situations to make decisions and solve problems, is a valuable asset. Application of higher order thinking skills in the use of technology, instruments, tools and information systems takes these higher order skills to a new level making the employee even more valuable. Employers will usually try to help valued employees seek and get more advanced training, thus widening the gap between those with higher order skills and those possessing basic academic skills alone.
Personal Skills
Apart from basic academic skills and higher order thinking skills, personal skills are also essential because in most jobs, it is difficult to utilize workers effectively people who lack personal skills. Entry-level employees with good personal skills have confidence in themselves and deal with others honestly and openly, displaying respect for themselves, their co-workers, and their supervisors regardless of other people’s diversity and individual differences. They view themselves as a part of a team and are willing to work within the culture of the group. They have a positive attitude and take the initiative to learn new things to get the job done. Rather than blaming others when things go wrong, they are accountable for their actions. They also have the ability to set goals and priorities in their work and personal lives so that resources of time, money and other resources may be conserved and managed.
These individuals practice good personal habits, come to work as scheduled, on time and dressed appropriately, and are agreeable to change when necessary.
Failure to equip young people with the job readiness skills critical to job success is equivalent to placing employability barriers in their path. Allowing students to graduate with these deficiencies has far reaching implications.
Practicing and Developing Employability Skills
Employability skills have six principal dimensions, qualities or attributes:
a) Rational dimension b) Imaginative dimension c) Judging dimension, d) Practical dimension e) Active dimension f) Co-operative dimension.
These six principal dimensions, qualities or attributes are both aspects of individual employability skills and components in practising and developing each of the skills.
CONCLUSION
In the 21st century, all educators play a significant role in shaping the lives and careers of their students. When teaching and learning is at its best, our students, our communities; and our nation thrive. Educator preparation leaders are right to challenge themselves with the question: “What is our role in the changing landscape of 21st century knowledge and skills?”
Graduate employability is agreed to be a key influence on economic growth in the worldwide knowledge economy and the significance of universities to this agenda is self-evident. Recent policy moves towards support of universities in this task, through strategic employability funding; enhancement of teaching and learning for employability; work-integrated learning programs; and calls for further research in the field (Precision Consultancy, 2007) are welcome.
However, graduate employability programs emphasizing individual skills and knowledge need to be complemented by targeted geographical and industry development, continuing (lifelong) education programs beyond university and social inclusion initiatives in order to be effective.
ROLE OF HUMAN RESOURCE MANAGEMENT FOR ACHIEVING EXCELLENCE IN
BUSINESS EDUCATION
Pooran.s
B M S College of Executive Education and Distance Learning
ABSTRACT
“Dynamism is the rule of life and creative methods are used to bring about required changes in the system, processes and policies”.
In today’s era of trajectory competition, the professionalism is the buzz word of success of any organization. Today’s business education has considered human resource management as a specialized subject. Increasingly in many employment contexts, ‘human resource management’ has replaced ‘personnel management’ as a description of the functions associated with managing people in organizations. This paper reports the findings of small scale information of HRM in new and old university, in order to describe the extent to which the principles and practices of HRM have had an impact on Higher education institutions. The tension between HRM’s cultural appropriateness and higher education’s need to strive for excellence and competitive advantage in business education is shown to resolve itself in a continuing pattern of fragmented rather than integrated personal practices. The paper also reports the importance of studying Human Resource management as a specialized subject under business education with reference to cross cultural issues and challenges of global human resources management.
Key words: Dynamism, professionalism, Personnel management, human resource management,
Higher education, Business education, Cross cultural issues, Global HRM.
INTRODUCTION
The functions of human resource management practices in an organization are to put efforts to develop and realize the full potential of the workforce, including management and to maintain an environment conducive to total participation quality leadership and personal and organizational growth.
The principal objectives of Human Resource Management include helping the organization reach its goals, to employ the skills and abilities of the workforce efficiently. HR has a great role to play in the execution of strategies.
Human Resource Management is considered as a major specialization subject in the under graduate and post graduate courses in business studies. The scope of Human resource management is very wide and has become an independent sector in an organization on which other departments depend.
EVOLUTION OF HUMAN RESOURCE MANAGEMENT
The HRM function and HRD profession have undergone tremendous change over the past 20-30 years. Many years ago, large organizations looked to the “Personnel Department”, mostly to manage paper work around hiring and paying people. More recently, organizations consider HR department as playing a major role in staffing training and helping to manage people so that people and the organizations are performing at maximum capability in a highly fulfilling manner.
As a result of the principles and studies given by Fredrick.W.Taylor, Hawthorne studies and Douglas McGregor theory, HRM became increasingly line management function, linked to core business
operations. With increase in technology and management based industries as a result of global competition, HRM is assuming more critical role.
MEANING OF HUMAN RESOURCE MANAGEMENT
Human resource management is a process of bringing people and organization together so that the goals of each other are met. In an organization there are six units, which are concerned with HRD, namely, person, role, dyad, team, inter-team and organization.
DEFINITION OF HUMAN RESOURCE MANAGEMENT
“Human resource management is the planning, organizing, directing and controlling of the procurement, development, compensation and separation of human resource to end that individual, organizational and social objectives are accomplished”-.EDWIN B FIPPO
IMPORTANCE OF HUMAN RESOURCE MANAGEMENT
1. To help the organization reach its goals 2. To employ the skills and abilities of the workforce efficiently 3. To provide the organization with well-trained and well-motivated employees 4. To increase to the fullest the employee’s job satisfaction and self-actualization 5. To develop and maintain a quality of work life 6. To communicate HR policies to all employees 7. To be ethically and socially responsive to the needs of the society. 8. To generate employment opportunities
SCOPE OF HUMAN RESOURCE MANAGEMENT
1. Personnel aspect: This is concerned with man power planning, recruitment, selection, placement, transfer, promotion, training, retrenchment, remuneration, incentives, etc.
2. Welfare aspect: It deals with working conditions and amenities such as canteens, crèches, housing, transport, medical, education, health and safety, etc.
3. Industrial relations aspect: This covers union-management relations, joint consultation, collective bargaining, grievance and disciplinary procedures, settlement of disputes, etc.
RESEARCH DESIGN
Title of the study: ROLE OF HUMAN RESOURCE MANAGEMENT FOR ACHIEVING
ECELLENCE IN BUSINESS EDUCATION. Statement of Problem: To study the cross cultural issues at global level human resource
management and effective providing solutions to meet them through the introduction of the concept as a part of business studies.
Problem Definition: With the growing significance of developing economies in global business
environment, Human Resource management is facing increased difficulty in managing cross-border cultural relationships.
Objectives of the study: 1. To study the cross cultural issues of human resource management. 2. To study the issues and challenges in global human resource management. 3. To state the importance of this study in business education. 4. To provide suggestion for the inclusion of more effective quality in the study of human
resources management.
It is collected from the internal records of the organization such as various manuals of the organization and different appraisal programmes previously conducted and its response etc. secondary data provides a better view of the problem study many magazines, tools and other reference were also mean important in this study.
INTRODUCTION TO CROSS CULTURAL MANAGEMENT
With the rapid increase in globalization of business, workforces are becoming increasingly diverse and multicultural because of this there are issues arising for HR managers. Organizational leaders and policy makers are required to know how human resources are managed in different parts of the world and how they should perceive and react to different cultural beliefs and practices.
LATEST TRENDS IN HR CULTURE
1. Increased awareness of cultural difference in workplaces. 2. Increased need of cross-cultural understanding in business environment. 3. Management of global talent. 4. Increased popularity of virtual global teams.
These trends have transformed the role of a manager into a much more complex form than it was before. Cultural adaptation issues have become unavoidable alongside introduction of global business orientations.
Cross cultural management describes organizational behaviour within countries and cultures; compares organizational behaviour across countries and cultures; and seeks to understand how to improve the interaction of co-workers, managers, executives, clients, suppliers and alliance partners from around the world. Thus, here we can experience that in the present day’s scenario, where people employed in Multinational companies (MNCs) are from various cultures and each and every employee is different in his attitudes, practices, behaviour and values. Thus it becomes very difficult for the manager to manage his subordinates who are diverse in their culture. There emerges the need to understand and gain knowledge on different cultures. It helps employees to know each other’s culture and languages. This helps, in turn, by keeping employees integrated in the organization so that they cooperate with each other in attaining the goals of the organization.
CROSS CULTURAL DIFFERENCES : One of the main tasks of management is solving of
problem that appear at encountering individual company and national cultures. Managers of
international companies often face challenges of cultural differences. There are three sources of cultural differences:-
1. Corporate company culture 2. Professional industry culture 3. National ethnic culture
DIMENSIONS OF CROSS CULTURAL DIFFERENCES
The major cultural differences could be categorized into two major dimensions. Both approaches propose a set of cultural dimensions along which dominant value systems can be ordered. These value systems affect human thinking, feeling, acting and behaviour of organizations and institutions in a predictable way. The two sets of dimensions reflect basic problem that any society has to cope with but for which solutions differ. They are similar in some respects and different in others. The dimensions can be grouped into several categories:
1. Relations between people 2. Motivational orientation 3. Attitudes towards time.
STRATEGIES FOR MANAGING CROSS CULTURAL DIFFERENCES
As the managers and the employees in a multinational organization gradually understand the dimensions and differences it is the duty of both managers and the employees to adopt the strategies to keep the diversities at bay. Following are the strategies which help us to overcome the obstacles of cross-cultural differences by including them in education.
1. Good knowledge of foreign culture 2. Respect of a foreign culture 3. Helpful steps in a relationship to a foreign culture 4. Ignore the cultural differences 5. Minimize differences 6. Managing differences
MAJOR ISSUES IN GLOBAL HUMAN RESOURCE MANAGEMENT
1. Integration of the world’s economies and business globalization continues unbeaten. 2. International trade is growing more rapidly than the world output 3. The eternal environment greatly influences HRM activities. 4. The need for flexibility is more. 5. Transfer of competence.
SUGGESTION
Each country has its own: � Laws � Business customs � Workforce characteristics � Political climate � The most difficult challenge to overcome is the “people challenge”
Thus, keeping in mind regarding the globalization and cross cultural effects on human resource management, it is important to change the quality of aspects and up gradation of information and strategies in the business education to achieve an excellence work force.
CONCLUSION
As the globalization is increasing, cultural differences are bound to be found in work force. It becomes very important in business education to deal with complex issues arising out of cultural differences into benefits. Through the up gradation in the quality of business education towards this concept of HRM, it becomes easy for the upcoming managers to understand and flourish in all cultures across the globe and in raising the standard of performance in the organization.
BIBLIOGRAPHY
TEXTBOOKS
� Human Resource Management, First Edition 2013- H.R. Appannaiah, K. Aparna Rao, Sandeep P.N. Reddy.
� Business Research Methods, First Edition 2014- H. R. Appannaiah, Ramanath. H. R.
� HUMAN RESOURCE MANAGEMENT, AIMA � Scholarly articles for cross cultural issues in hrm
WEBSITES:
summit.sfu.com, www.emaraldinsight.com, www.citehr.com, https://www.researchgate.net,
� www.indianmba.com � www.rmstslfindight .com � www.citehr.com � https://www.researchgate.net � www.indiaammba.com � https://www.theseus.fi
IS MANAGEMENT EDUCATION AKIN TO BUSINESS EDUCATION? - AN
EXPLORATORY RESEARCH
KiranAnandan
Mail Id: [email protected]
Santosh N C
Mail Id: [email protected]
Bangalore University, Bangalore
ABSTRACT:
The statement of the problem is to know whether business education is similar to management education. The paper intends to identify the differences or similarities if any between skills required for Business Education and Management Education. If so it wants to enumerate on what basis Business Education and Management education is different or similar. It is evident that there is no concept as such pertaining to Business Education in the current structure of higher education. So this paper desires to present ways to introduce Business Education in the current structure.On the basis of 60 skills which are applicable to any filed of work in general is used to identify the lacunae in the present structure of the education system.
Keywords: management education, business education, skills
ROLE OF TEACHERS IN BUSINESS EDUCATION
Jayanandhini.C [email protected]
m
Sheela.B.S [email protected]
m
Shwetha.G.R [email protected]
m
RPA First Grade College
ABSTRACT
Business education is one of the growing phenomena both in the developed and developing world. Global argument in many contexts from the areas that are more connected to profit and loss (that is marketing, accounting, finance and management) activities of business have been heavily given emphasis recently. As a result, motivation of academics in teaching and students' motivation in learning the course has recently maintained a low profile.
Without someone showing how money and business work, students will be set up for problems later in life when they do have bills to pay and money to manage. Business education teachers help the students to understand the above roles. Teaching and learning no longer are functions, but roles which pass to others. Each time the teacher has a different part, and sometimes he actually is a student. Because of the rapidly changing learning environments, teachers should be conscious of the fact that the skills they acquired, in their own training, reflect the current state of affairs. Therefore, they are expected to be responsible and act to be up to date their entire lifetime. Finally, the paper examines the teaching and learning processes of Business education programme.
Key words: Business education, Curriculum , Management
Introduction
Business education is a term that encompasses a number of methods used to teach students the fundamentals of business practices. These methods range from formal educational degree programs, such as the Master of Business Administration (MBA), to school-to-work opportunity systems or cooperative education. Business education programs are designed to provide students with the basic theories of management and production. The main goals of business education programs are to teach the processes of decision making; the philosophy, theory, and psychology of management; practical applications; and business start-up and operational procedures.
Traditional academic programs for business education include college courses that teach students the fundamentals of management, marketing, business ethics, accounting, and other relevant topics. These have been supplemented in recent years with extensive course offerings in computer skills, e-commerce management, and other factors in managing a business within the global economy. Students can earn degrees ranging from an Associate degree in business to a Ph.D (Doctor of Philosophy) in business administration. Some programs may consist of class work only, while others—such as tech-prep and cooperative education programs, internships, and school-to work opportunities—combine academics with on-the-job training.
The primary mission of business education is to provide instruction for and about business. In the past, courses such as accounting, data processing, economics, shorthand, typing, basic business, business law, business math, office procedures, and business communication were taught as a part of the business education curriculum. Many of these courses continue to be taught, but the content and technology aspect has changed drastically. Common business education courses now include computerized accounting, business management, business law, economics, entrepreneurship, international business, word processing, desktop publishing, multimedia computer programming, and web page design.
Historically, curriculum was developed on a course-by-course basis; and the courses were seen as separate entities. Today a much more integrated approach is taken to ensure business skills at many levels throughout the curriculum. National standards have been incorporated into business education. In 1995 the National Business Education Association (NBEA) revised existing standards that were developed around specific courses offered. The revised standards centered around twelve topical areas: accounting, business law, career development, communications, computations, economics, personal finance, entrepreneurship, information systems, international business, management, marketing, and interrelationships of business.
Importance of business education
The business education program builds a strong foundation for those who wish to move on to business areas. It also provides practical skills for those who wish to move directly into the workplace. Business education programs provide rich opportunities for relevant, real world learning experiences. These programs provide pathways to specific apprenticeship and workplace destinations along with valuable information and connections that help them to explore potential work and business opportunities. Business education is one of the most crucial factors that help to achieve the following goals:
• Gaining the knowledge of business concepts through the study of different business subjects.
• To achieve business, financial, economical and digital literacy.
• To develop technological skills, this helps in the overall productivity of the organization.
Highly educated workforces create competitive advantages for companies in the business environment. Educated individuals bring in more creative and innovative ideas, thereby improving operations and finding new ways to increase productivity of goods. Individuals with business education are helpful for the companies in managerial selections. Thus, companies don’t have to conduct extensive recruiting searches. This saves a lot of time and money. Business education brings various advantages in different sectors of business, for the purpose of proper management. For example: Educated individuals have innovative ideas to connect themselves with the probable audience. Hence, they take the message out in a far better way. Business education inculcates the fundamental qualities needed for the proper management of a business. Therefore, the individuals have the quality to mange marketing, finance and production department in a more organized way. Overall, business education invigorates a sustainable development of a company in a planned way. This is the reason why companies recruit employees, who have problem solving skills, knowledge of finance and economy with the added knowledge of the fundamentals of marketing and production.
Statement of the Problem
Business education teachers are expected to integrate the strategies in the teaching and learning process, they ought to use updated business methods so that it supports instruction and enables learners to meet their needs but this expectation has not be met among the institutions where business education is taught. Probably the greatest barrier, however, is simply lack of teacher time to attend training or workshops, to experiment with machines and explore software, to talk to other teachers about what works and what doesn’t, and to plan lessons using new materials or methods.
Objectives of the Study
• The purpose of the study was to determine the teaching and learning process of business education programme.
• To understand the role of teachers in teaching business education programme.
• To study the extent of available resources used in teaching and learning of business education course.
• To know the issues and challenges in teaching and learning business education programme.
Scope of the Study
The study was restricted to higher institutions where business education is offered and it was depended upon the secondary data which was collected by referring to various research papers and verifying into various websites.
Role of teachers in business education
Few classroom subjects will prepare students for the real world to the same extent as the subject of business. It sets the stage for students to be prepared for their working life as well as their grown-up personal life. Business education teachers help students reach their full potential as consumers, savers, investors, and working professionals by exposing them to economics, management principles, personal and corporate finance, and technology. Without this exposure, students may get a delayed start on understanding how to manage their finances, how to act in a professional manner, and how to work well with others.
For these reasons, business education teachers hold a gratifying position. They educate students on preparing for their future roles as employees and managers and even executives or entrepreneurs. Perhaps most importantly, they are giving students an understanding they may not get at home, such as the true value of money, the importance of having strong credit, how to budget their finances, and how interest rates work. It will help students to prepare for the open job market and increase the chances they won’t let themselves become saddled with money management problems.
Individuals and professionals at all levels can benefit from understanding basic concepts associated with finance, marketing, management and other disciplines touched upon in a business course or program. Given the importance of business education, students often have the option to take business electives. With the proper credentials, business educators are hired to teach a growing spectrum of courses on topics ranging from finance computing and entrepreneurship to marketing and economics.
Most business teachers earn at least a four-year degree, and have taken a mixture of required and elective courses that typically include Economics, Finance, Management, Marketing, Mathematics, and Statistics. With their background, many B-schools hire certified educators to teach courses related to business administration and management, which provides an introduction to or builds a foundation for students interested in accounting, finance, marketing, labor and industrial relations, and/or human resources.
Overall, depending on the level of education, expectations for business teachers range from possessing an advanced degree such as an MBA to PhD. In many cases, work-related experience in business and fulfilling state-mandated requirements are also considered desirable or required for the occupation. A teacher requires many educational and didactical skills to deal with questions adequately. In concrete terms, it concerns matters like:
• A great pedagogical, didactical and educational psychological craftsmanship.
• To be a professional in the subject matter (vocational content).
• A large knowledge of (the application possibilities of) modern educational tools.
• Skilled to ‘cut to size’ of student guiding processes (e.g., formulating assignments, structuring the guiding process, assessment etc.)
The new learning environment differs from the one we are familiar with: the teacher has to cope with many more uncertainties. A curriculum in which lessons and content are fixed no longer exists. As a result, the teacher has to organize his work in another way. Moreover, the teacher cannot create new learning environments completely and independently. He has to depend on all kinds of things like the technical infrastructure, timetables and the activities of other teachers. It requires skills like:
• Creativity
• Flexibility
• Logistic skills
• Skills for working in projects
• Administrative and organizational sills
• Collaborating skills
What do Business Teachers Need to Know?
Certified business teachers need to understand how businesses are run. They have a mix of subjects under their belt, including accounting, management, professional development, technology, communications, and marketing. They need to keep up-to-date with the latest business news and shifts in technology.
Professionalism
Business education teachers who enjoy their subject often have fun in their classrooms. They have flexibility in how they teach, and the subject matter is always evolving. They can incorporate current events and introduce activities that reinforce their lectures and make their teachings more tangible for students.
Students learn by doing. Projects based on real-world examples can expose them to the art of collaboration they will face in the workplace. Teachers can split the class into teams made up of executives, middle managers, and rank-and-file positions. This role-playing lets students experience firsthand the dynamics between managers and employees, and between coworkers.
By spelling out responsibilities in this way, students will practice how to act professionally and be respectful of their peers and superiors. Using case studies of real businesses allows teachers to guide their students through realistic scenarios and explore what they would do in a given situation to consider the best outcome for a company
Teaching Technology
Since computer literacy is often lumped into the business education curriculum, potential business teachers should also be up-to-date on the latest advances in technology. Students have an ever-increasing need to be aware of changes since technology permeates our everyday lives, particularly in the workplace.
As a result, teachers should have knowledge of keyboarding, desktop publishing, web design, hardware, and software. Business teachers, for example, may have students create their own company website using a basic software program.
Social networking, which is becoming more popular, can serve as a learning tool as well. Teachers can use blog programs or create their own social network for students to use for a joint project, which could last the entire school year. These tools could also be discussed for explaining to students the perils of computer security and the importance of maintaining privacy of their personal information.
Collaboration
The most effective business teachers have relationships with outside businesses so that they can stay informed about changes in the business world. More importantly, through these partnerships, teachers can offer their students unique opportunities, such as guest speakers and internships.
By hearing from businesspeople or going through a test run by working for a company – even if it’s just a one-day exercise – students will make a connection between what they hear in the classroom and what they will need to do in the workplace. They will be more likely to remember the important principles that their teachers tell them. These experiences help them make choices on what career to pursue by informing them about what daily working life is truly like.
Teachers can expose students to real-world experiences within the classroom walls as well. A great exercise is to break students into groups and have them create business plans, for example. Such an exercise teaches role-playing, problem-solving, critical thinking, and collaboration. Students will have to work together to think of an idea, conduct market research on their concept, and decide whether their plan would be viable in the marketplace.
Complete a student-teaching experience
At least one semester is spent fulfilling a specific number of student teaching hours (which varies according to degree program and state) where seasoned business teachers guide prospective educators through a supervised internship. During this time, valuable classroom experience is gained, where student-teachers observe classroom dynamics, prepare lessons, and eventually teach a class on their own.
Earn an advanced degree
Business teachers with a master’s degree in either business or education, and who have relevant work experience tend to qualify for a greater number of job positions, especially atthe high school level. A business education degree allows graduates to not only teach advanced economics, marketing and accounting, but also touches upon various aspects of teaching methodology. In addition to taking business courses, students also complete coursework regarding lesson planning, classroom management, classroom technology, human development, and instructional methods.
Conclusion
It is quite evident that a highly educated individual will be successful in business. However, many business owners and entrepreneurs, who feel the lack of these essential qualities, may go back to college and earn a business degree. It is really beneficial for the advancement of their business, for they would be able to make quality changes with their business knowledge.
Based on the study, it is plausible that teachers do not yet possess these ‘educational designing skills’ sufficiently at present. Given its uncertainties, we do not know what education in the future will look like. Nevertheless, it is possible to outline scenarios and to formulate expectations. Teacher-centered and whole-class instruction is no longer the dominant teaching method. However, in practice, the teaching method usually seems to be determinative and limits the teacher in his possibilities. Education and teacher are tied to a specific content of education, timetables, amount of face-to-face instruction, instruction time, class rooms, etc. Because of these constraints teachers are insufficiently challenged and stimulated to create powerful learning environments and guide students in their learning processes individually
References
• https://en.wikipedia.org/wiki/Business_education
• http://study.com/academy/lesson/objectives-of-business-education-programs.html
• http://familybusinessalliance.co.uk/profiles/blogs/importance-of-business-education-and-its-significance-to-business
• http://www.teaching-certification.com/business-education-teacher-certification.html
• http://oureverydaylife.com/role-business-education-teacher-16576.html
• http://education.stateuniversity.com/pages/1806/Business-Education-PREPARATION-TEACHERS.html
A STUDY ON DIFFERENT STRATEGIES FOR TEACHING BUSINESS EDUCATION
Manjula Bhaskar [email protected] BMS College For Women.
Madhura D [email protected]
APS College of Arts, Science and Commerce
Abstract
The importance of education as a foundation for the growth and development of each country isn’t strong enough; it has to be made strong and efficient. Education quality is becoming increasingly important for those who are involved in it either directly or indirectly, and for those who use its services. Access to education and quality education are to be regarded as mutually dependent and indivisible needs and rights. This is primarily achieved by developing creativity, civic and democratic values, as well as by knowledge, abilities and skills needed for everyday and professional life. Basic education is not sufficient or complete, and therefore should be considered only as a basis for learning that needs to be used lifelong.
The quality of training received by the graduates in the field of education is devoid of skills required to meet up with the demands of the business world. It is in seeking a solution to this problem that the authors delved through literature to determine effective strategies for teaching business education students for corporate governance. The strategies proffered included: the integration of business ethics courses in the business education curriculum, training and retraining of business educators for corporate governance, engaging students in work-based learning and the adoption of online learning in teaching of corporate governance.
The key points for the improvement of education are scientific and technological development, social changes and organizational changes. Education efficiency and success don’t depend just on quantity but as well on quality. The quality indicator system of education, as well as the criteria related to the quality indicators help to identify the crucial areas of their activities - their own advantages, disadvantages and development opportunities. Quality management is a part of management aimed at achieving quality goals through planning, monitoring, assuring and improving quality in the field of business education.
Keywords: Business Education, Quality Management, Corporate Governance, Strategies.
Introduction
The growth and development of any nation is hinged on the level of education attained by its citizens. In other words, education is the bridge to the development of any nation. Education is the key for positive change in the society because of its far reaching effects on growth and development in all sectors of the economy. Business Education is the type of education that assists individual to acquire skills, which they can apply to solve problems in business and office occupations at the same time it has a definite role in preparing and equipping students with skills that increase their chances of finding jobs across territorial boundaries after schooling. Business education equips the students with knowledge and skills they need to create their own employment.
Business education is a programme of instruction which consists of two parts:
(1) Office education-being a vocational education programme for office careers through initial, refresher and upgrading education leading to employability and advancement in office occupation
(2) General business -being a programme of instruction to provide students with information and competencies which are needed by all in managing personal business affairs and in using the services of the business world. From the above definitions, we can see that everybody needs Business Education either for occupational purpose or for a general business use.
And it is noted that the inability of business education graduates to gain employment in various cooperate bodies and organizations resulted from incompetence which is traceable to the quality of certificate issued to business education graduates, shortages of business education teachers, lack of maintenance of equipment, inaccessibility of teaching facilities, our teachers and students interest, inadequate textbooks and workbooks and other business teaching materials further alluded that the over-bearing emphasis placed on paper qualification is the reason for the mismatch between the quality of business education graduates and their employability in the real world of business.
Business Education involves teaching students the fundamentals, theories and processes of business Education at this stage occurs at several levels including secondary education and higher education with the greatest activity occurring in the latter.
The goals of Business Education are as follows:
To provide opportunity to practice job preparation or vocation studies for students in order to make them render effective and efficient services in office, distributive and service occupations.
To prepare students, based on interests and aptitudes with the skills, knowledge and attributes needed to enter into a business occupation, advance and profit in it.
To provide opportunities for students to develop an understanding of the business and economic system of the nation so as to enable them to participate actively as producers and consumers of goods and services.
1. To develop in students the basic awareness of the contribution which business and office employees make to the nation’s economy
2. To develop and improve the personal qualities and attitudes of students as required in personal and employment situations.
3. To serve as a guide for individual students for suitable placement in business and office employment.
4. To enable students have career consciousness and economic understanding of the free enterprise system.
5. To prepare students for leadership position in both public and private lives.
Business Education includes education for office occupation, distribution and marketing occupation, business, teaching, administration and economic understanding. Business education as a course is offered in secondary school as Business Studies, colleges of education and in the universities. Subjects such as Book keeping, Commerce, Office practice, shorthand and typewriting are taught as Business Studies, in junior secondary schools. In Colleges of Education and Universities, Accounting, Management, Marketing and Secretarial Studies are the major options of specialization.
In order to fulfil the laudable objectives of Business Education as education for skills Acquisition which prepares an individual for useful living in a society and self-reliance, it is of paramount importance to apply the philosophy of Total Quality Management in Business Education programme .Total Quality Management was introduced by Deming in 1986. The Japanese success story in Business made Deming’s management concept which some called Total Quality Management a phenomenon that is getting renewed attention in America. American brought the idea of Total Quality Management but this was popularized by Japan. This concept focused on customer’s satisfaction,
employee empowerment and product quality. It has stirred interest among American managers, car manufacturers, hospitals administrators and most recently educators.
It is in light of the above, that the paper seeks to determine strategies that will be effective in educating and training business education graduates for co-operate governance and remediating strategies for improving the quality of business education graduates for cooperate governance will automatically improve the capacity of adoption of the business education graduates in cooperate organizations in the country.
Quality is an important issue in all human endeavours as such, all organizational transformation efforts and activities focus on. All business organizations strive to ensure that quality is obtained and maintained.
Statement of the Problem
Institutions offering Business Education have found themselves lagging behind in the realization of its objectives due to inherent poor delivery system. Products of the programme are ill-equipped and short of the necessary and needed ingredients for self-realization. As a result, the society has been denied the much desired benefit of the programme as the products cannot contribute adequately and meaningfully to the economic and social growth of the society. The problem of the study is therefore, what are the strategies for enhancing quality assurance in business teacher education programme.
Purpose of the study
The purpose of the study is to access the strategies for enhancing quality in business teaching and educational programme.
Review of literature
Okoro James1, Institute of Education, Delta State University, Abraka, Nigeria , “International Education Studies; Vol. 6, No. 10; 2013,ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education” – “Strategies for Enhancing the Teaching of ICT in Business Education Programmes as Perceived by Business Education” . This study assessed the strategies for enhancing the teaching of ICT in Business Education programme as perceived by Business Education lecturers in universities in south south Nigeria. Three research questions and six hypotheses guided the study. The design of this study was a descriptive survey. The population which also served as a sample comprised 134 Business Education lecturers in universities in the south south geopolitical zone of Nigeria. Information and communication technology is an indispensable tool that could enhance effective teaching and learning in Business Education programme. Therefore, it is important that all lecturers and students should be acquainted with relevant skills and competencies that ICT provides to the recipient. Adequate funding to purchase ICT facilities should be embarked upon by school authorities.
Dr. Damodharan V. S. ACCA, AICWA and Mr. Rengarajan.V AICWA, - “Innovative Methods of Teaching” - The purpose of this paper is to evaluate the traditional methods of teaching as well as multimedia teaching and to suggest other useful teaching methods that can be attempted in imparting knowledge to the students. Basically teaching must include two major components sending and receiving information. information technology is dramatically altering the way students; faculty and staff learn and work. As the demand for technology continues to rise, colleges and universities are moving all sorts of student services, from laundry monitoring to snack delivery online.
Chukwurah C. Chris, “International Journal of Vocational and Technical Education Vol. 3(4), pp. 45-48, July 2011” – “ Strategies for global reforms in business teacher education towards self-reliance in Nigeria”. The purpose of the study is to understand, The global reforms in business education calls
for serious attention in reshaping Nigerian business teacher education curriculum. This necessitates the plan and organization of business teacher education in such a way that will help the teachers to acquire the needed occupational and pedagogical competence. The training of Nigerian teachers should top the list of priorities of government because the service of business teachers in speeding the national development cannot be ignored.
The objectives of the study
1. To understand the concept of Business Education 2. To know the innovative strategies utilized to make the business education more effective. 3. To know the Challenges and issues faced by teachers of business education, Recommendations and
suggestions to the issues
To understand the concept of Business Education:
Business education is one of the major components of vocational education. it is an aspect of total educational programme which provides the recipient with knowledge, skills, understanding and attitude needed to perform well in the business world as a producer or consumer of goods and services. Furthermore, that it is a broad area of knowledge that deals with a nation’s economic system and also identifies and explains the rate of business contentment and experience that prepare individuals for effective participation as citizens, workers and consumers.
However, business education will produce responsible, productive and self-reliant citizens. This highlights the importance of Business Education in inculcating in the recipients knowledge, values, attitudes and skills needed in the business world.
The objectives of business education cannot be over emphasized. Hence, business education generally is borne out of the needs of industry, commerce and society. In addition, it is career oriented that aims at preparing people for gainful employment .Business education is an education program that orient students in art of business making (marketing), typing and shorthand skills (currently competing with computer appreciation and operation), service delivery, secretarial jobs, stenography, account clerking, office information system and management. It can be further elaborated that business education prepares students in two interrelated areas:
1. Education for business 2. Education about business. It is believed that education for business provides professional training in: 1. Method of business making 2. Techniques in business making 3. Tactics to attract clients and make profit 4. Scheming ideas for profitable venture 5. Appropriate attitude and behaviour of a good business man
Education about business prepares individual to know:
1. How and when to buy goods for profitable outcome (in-season and out season) 2. Where to obtain goods for better sales 3. Where to situate business for continued existence 4. When to make best sales (increased turnover rate) 5. When to make sales for increased profit 6. Tricks in season forecast for good business making 7. Self-conviction indicator about risk taking in business
Business education as a dynamic field of study geared towards preparing youths and adults for and about business. It is a preparation for a career in business when instruction is designed to prepare youths and adults for actual practice in the world of business. On the other hand, education about business involves preparation of youths and adults for intelligent and effective consumption of economic goods and services offered to society in our free enterprise economy.
From the forgoing definitions, it is clear that business education is a programme that prepares students for the demand of the business world. It is in keeping with the objective of business education programmes. it is found that its pertinent to seek strategies that will practically prepare students for the demands of the business world.
Challenges and Issues Faced By Teachers of Business Education
Challenge 1: Professional Development: Key among all challenges is the lack of adequate, ongoing professional development for teachers who are required to integrate new technologies into their classrooms yet who are unprepared or unable to understand new technologies.
"All too often, when schools mandate the use of a specific technology, teachers are left without the tools (and often skills) to effectively integrate the new capabilities into their teaching methods.” "The results are that the new investments are underutilized, not used at all, or used in a way that mimics an old process rather than innovating new processes that may be more engaging."
Challenge 2: Resistance To Change: Resistance to technology comes in many forms, but one of the key resistance challenges identified in the report is "comfort with the status quo." According to the researchers, teachers and school leaders often see technological experimentation as outside the scope of their job descriptions.
Challenge 3: MOOC And Other New Models For Schooling: New models for teaching and learning are providing "unprecedented competition to traditional models of schooling." In particular, the MOOC (massive open online course) was identified as being "at the forefront" of discussions about new modes of delivering K-12 education.
"K-12 institutions are latecomers to distance education in most cases, but competition from specialized charter schools and for-profit providers has called attention to the needs of today's students, especially those at risk," according to the report.
Challenge 4: Delivering Informal Learning : Related to challenge 3, rigid lecture-and-test models of learning are failing to challenge learners to experiment and engage in informal learning. But, according to the report, opportunities for such informal learning can be found in non-traditional classroom models, such as flipped classrooms, which allow for a blending of formal and informal learning.
Challenge 5: Failures Of Personalized Learning: There's a gap between the vision of delivering personalized, differentiated instruction and the technologies available to make this possible. So while teachers seem to see the need for personalized learning, they aren't being given the tools they need to accomplish it, or adequate tools simply don't exist.
Suggestion
"Educators are taking advantage of open resources to expand their curricula with media-rich tools and texts that can be used and adapted to specific lessons," according to the report. "Formerly bound by the framework of standardized course materials, teachers now have access to a wealth of digital information that they can use to meet district expectations."
In the longer term, four to five years, the two technologies identified in the report were 3D printing and virtual and remote laboratories. Both are currently in use in several districts in the United States and are not technically new; but, according to the report, they are about to become more mainstream, in particular in the context of improving STEM education (Science, Technology, Engineering, and Maths). In the case of 3D printers, physical models of fossils or proteins or molecules or other objects can be whipped up on the fly, allowing students to interact with them. In the case of virtual and remote labs, schools that lack resources to buy costly equipment will be able to fill in the gaps with less costly alternatives, allowing students to engage in experimentation, even if that experimentation isn't direct.
Recommendation
The following steps would be adopted in proffering solutions to the problems of utilizing ICT in business education:
• Government should provide huge sum of money for the procurement of ICT tools/facilities.
• The philanthropist should in collaboration with the educational institutions provide ICTs tools, ICT centers and donation of funds.
• Teachers should be adequately exposed to ICT training for acquisitions of competent to enable them retain the skills and knowledge.
• Teachers’ conditions of service should be enhanced and incentives improved.
• Government should be involved in developing and training of ICT experts who will work in partnership with educators and teachers.
• There should be inclusion of ICT by the government in school curriculum especially in the teacher education curriculum.
The following steps can be taken to promote Business Education:
1. Adequate funding should be made available for business education: The government, NGOs etc should make more funds available to promote business education. Educational institutions will now utilize these funds for better business education.
2. The youths should be encouraged to study business education: The youths should be encouraged to study business education as this will help them to manage businesses more effectively.
3. Use of effective business education agencies: Business education agencies like Small and Medium-scale Enterprise Development Agency of Nigeria (SMEDAN) and the National Directorate of Employment (NDE) should be encouraged. Such agencies have the capacity to impact effective business skills upon entrepreneurs. More agencies for this function should be encouraged by the government.
4. Use of effective business educators: The use of competent staff to handle business education in the educational institution should be encouraged. This will go a long way to increase the impact on those who participate in the study of this subject.
Innovative Strategies Utilized To Make Business Education More Effective
Traditional Teaching Method:
In the pre-technology education context, the teacher is the sender or the source, the educational material is the information or message, and the student is the receiver of the information. In terms of the delivery medium, the educator can deliver the message via the “chalk-and- talk” method and overhead projector (OHP) transparencies. This directed instruction model has its foundations embedded in the behavioural learning perspective and it is a popular technique, which has been used for decades as an educational strategy in all institutions of learning.
Basically, the teacher controls the instructional process, the content is delivered to the entire class and the teacher tends to emphasize factual knowledge. In other words, the teacher delivers the lecture content and the students listen to the lecture. Thus, the learning mode tends to be passive and the learners play little part in their learning process. It has been found in most universities by many teachers and students that the conventional lecture approach in classroom is of limited effectiveness in both teaching and learning. In such a lecture students assume a purely passive role and their concentration fades off after 15-20 minutes.
Some limitations which may prevail in traditional teaching method are
• Using the chalk and talk method is “one way flow” of information.
• Teachers often continuously talk for an hour without knowing students response and feedback.
• The material presented is only based on lecturer notes and textbooks.
• Teaching and learning are concentrated on “plug and play” method rather than practical aspects.
• The handwriting of the lecturer decides the fate of the subject.
• There is insufficient interaction with students in classroom.
• More emphasis has been given on theory without any practical and real life time situations.
• Learning from memorization but not understanding.
• Marks rather than result oriented.
The Innovative Methods Adopted Are:
Multimedia Learning Process
Multimedia, is the combination of various digital media types such as text, images, audio and video, into an integrated multi-sensory interactive application or presentation to convey information to an audience. Traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem based learning as a solution to producing graduates who are creative; think critically and analytically, to solve problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this Skill set.
Currently, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative and can think critically, analytically, and solve problems. Since knowledge is no longer an end but a means to creating better problem solvers and encourage lifelong learning. Problem-based learning is becoming increasingly popular in educational institutions as a tool to address the inadequacies of traditional teaching. Since these traditional approaches do not encourage students to question what they have learnt or to associate with previously acquired knowledge, problem-based learning is seen as an innovative measure to encourage students to learn how to learn via real-life problems.
The teacher uses multimedia to modify the contents of the material. It will help the teacher to represent in a more meaningful way, using different media elements. These media elements can be converted into digital form, modified and customized for the final presentation. By incorporating digital media elements into the project, the students are able to learn better since they use multiple sensory modalities, which would make them more motivated to pay more attention to the information presented and retain the information better.
Another advantage of creating multimedia projects in the classroom setting is that, they tend to do this in a group. By working in a group, the students would have to learn to work cooperatively and
collaboratively, using their group skills and a variety of activities to accomplish the project’s overall objectives.
Teaching with Cases
Case studies present students with real-life problems and enable them to apply what they have learned in the classroom to real life situations. Cases also encourage students to develop logical problem solving skills and, if used in teams, group interaction skills. Students define problems, analyse possible alternative actions and provide solutions with a rationale for their choices.
Team-Based Learning (Tbl)
This is a fairly new approach to teaching in which students rely on each other for their own learning and are held accountable for coming to class prepared. Research has shown that students are more responsible and more engaged when team-based learning is implemented. The major difference in TBL and normal group activities is that the groups are permanent and most of the class time is devoted to the group meeting.
Sometimes lecturers in the department of business education do not feel committed enough to consolidate students learning by practical sing what they know or what they had taught. For example, where equipment, laboratory, facilities and incentives are lacking, lecturers will find it difficult to take up these kinds of strategies.
Role Playing and Scenario Analysis Based Teaching
Role playing and scenario analysis is mostly used in organizations that try to analyze a problem pertaining to the organization, and this is also used in management institutions. But the similar kind of practice can be tried in other specialization too like science and engineering. Science and engineering courses have practical but in support of those practical if students are given a scenario and other options to solve a particular issue, then the students are exposed to decision making in a given environment.
Establishing Expectations
From the first day, establish expectations of how you expect students to act. Work together with the class to create the rules of the classroom and what happens when someone does not follow the rules. The student participation in this helps them to follow the rules. Aim to have a positive attitude toward each child. Expect the best from all of your students, even if another teacher or lecturer has given you a warning about a particular student. Young children tend to respond to adult expectations. If you expect students to be good, they often will act well.
Active Learning
This involves anything that students do in a classroom other than merely passively listening to an instructor's lecture. Research shows that active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking.
Collaborative/Cooperative Learning
Cooperative and collaborative learning are instructional approaches in which students work together in small groups to accomplish a common learning goal. They need to be carefully planned and executed, but they do not require permanently formed groups.
Critical Thinking
This is a collection of mental activities that include the ability to perceive, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to question what knowledge exists.
Discussion Strategies
Engaging students in discussion deepens their learning and motivation by propelling them to develop their own views and hear their own voices. A good environment for interaction is the first step in encouraging students to talk.
Experiential Learning
Experiential learning is an approach to education that focuses on "learning by doing," on the participant's subjective experience. The role of the educator is to design "direct experiences" that include preparatory and reflective exercises.
Interdisciplinary Teaching
Interdisciplinary teaching involves combining two different topics into one class. Lecturers who participate in interdisciplinary teaching find that students approach the material differently, while faculty or board members also have a better appreciation of their own discipline content.
Conclusion:
Business education is education for and about business which involves acquisition of relevant skills to enable the recipients function effectively in the world of work after graduation. Strategies for stimulating qualities of traditional and innovative teaching and learning to enhance quality assurance in Business Education should be properly carried out such as quality infrastructure, quality facilities, quality teacher, regular accreditation of programme and adequate curriculum in order to achieve the laudable objectives of establishing of the Business Education programme.
Reference:
1. Dr. Joy Amesi1 ,Dr. Margaret E. Akpomi2 ,Prof. S. I. Okwuanaso,Vol.2, No.3, pp.10-21,
(May 2014)- Teaching Strategies In Business Education For Sustaining Information
And Communication Technology Learning In The Niger Delta.
2. Okoro , James ,Institute of Education, Delta State University, Abraka, Nigeria, Journal of
Education and Practice ,ISSN 2222-1735 (Paper) ISSN 2222-288X (Online),Vol.6, No.12,
(2015) Strategies For Enhancing Quality Assurance In Business Teacher Education
Programme In Nigerian Universities.
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(Online),Vol.6, No.18, 2015-Strategies for Teaching Business Education Students in
Nigerian Tertiary Institutions for Cooperate Governance.
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1913-9039,Published by Canadian Center of Science and Education Strategies for
Enhancing the Teaching of ICT in Business Education Programmes as Perceived by
Business Education Lecturers in Universities in South South Nigeria.
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(2013), pp. 78-87 ,ISSN 2248-9010 (Online), ISSN 2250-0715, Application of Total Quality
Management in Administration of Business Education Programme in Colleges of
Education in South Nigeria.
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Professional Studies in Secondary Schools. Business Studies Research Journal (BUSREJ). 2 (2) 1-26.
7. E-books and journals JSTOR,EBSCO etc.,
Role of Information and Communication Technology in Business Education
DR.K PRAMOD GONCHKAR
DEEPIKA S B ,[email protected]
Government R C College of Commerce and Management
ABSTRACT:
Higher education is a system providing knowledge and ensuring a standardized life to those students who are taught by a group of highly qualified teachers. In a present scenario Information and Communication Technology (ICT) plays an important role in all aspects of life. The use of Information and Communication Technology in education lends itself to more student-cantered learning settings. But with the world moving rapidly into digital media and information, the role of Information and Communication Technology in education is becoming more and more important. This paper has suggested that using Information and Communication Technology in instruction enables students to take a more active role in their learning rather than their more traditional role of passive observer and listener. With all parameters it acts as a change agent in education and society by promoting a proper balance between content generation and research in critical areas. Therefore it is pertinent to pay attention to the Information and Communication Technology implementation in educational system for imparting easily accessible, affordable and quality higher education.
Keywords: Information and Communication Technology, Business Education, Digital media.
INTRODUCTION:
ICT are potentially powerful tools for enabling educational change and reform processes through improving both access to education, strengthen the relevance of education to the increasingly digital workplace and raise educational quality by helping make teaching and learning into an engaging active process connected to real life when used appropriately.
Higher education is the backbone of any economy, which plays a pivot role in a success of the economy of the country. The explosion of the internet in the 1990’s, the emergence of a variety of low cost computing devices and increased diffusion of computers throughout the society ushered in wave of “ ICT and Education” policies and projects in developing economies around the world designed to prepare students to effectively engage in the information age. This requires focusing on the technology itself and placing emphasis on the practical implication of the use of ICT’s to meet broad educational objectives. Educational programs, therefore, should take a holistic approach to ICT and link the educational goal of expanded ICT use to necessary associated reforms of the curriculum, student assessment system, instructive approaches in the classroom and teaching and training.
This is an era of technology driven development, adaption of modern techniques in education has become most important challenge to be addressed. At present education sector has seen tremendous change from time to time and one need to be aware of these developments and adapt to technology changes to sustain in global competitive world.
ICT tools:
There are various ICT tools available which can be utilized for knowledge creation and dissemination in the modern world. Tools include Radio, Television, Internet, Mobile Phone, Computer, Laptop, Tablets and many other hardware and software applications. Certain ICT tools like Laptops, PCs, and Mobile Phones have their own implication in education. These devices can be used in imparting education and training for teachers and students. Many of the ICT tools much hyped but not given fruitful results till now. Use of Radio for pedagogical practices has been very mush popular in past and ease still use in India
by IGNOU. But one of many broadcast technology like Radio and Television are seen as less “Revolutionary” ICTs in education; as their usage is seen as reinforcing for traditional instructor centric learning models, unlike computers, which many see as important tools in fostering more learner centric introduction models. Successful ICT initiatives meet their intertwined objectives: availability, access, and demand. Educational ICT tools are not for educator masters ICT skills themselves, but for making educators create more effective learning environment via ICT Teachers can utilize ICT tools to get benefits from using these tools in area of content, curriculum, introduction and assessment. ICT includes fixed lines Telephony, Mobile Telephony, Newspaper, Radio, Television, Radio trumping, Very Small Apertures Terminal (VSAT), Computer and Internet must be assemble to rural public as per their demand.
REVIEW OF LITERATURE:
Blurton (2002): ICTs as a diverse set of technological tools and resources used to communicate, and to create, disseminate, store and manage information. These technologies include computers, the Internet, broadcasting technologies (radio and television) and telephony. ICTs in education deal with the use of Information and Communication Technologies (ICTs) within educational technology. This includes e-learning, blended-learning and open and distance learning.
National Policy of Education (2016): Major developments in Communication and Information Technology in recent decades have brought in new dimensions in the fields of transmission of data, and use of IT as a vehicle for monitoring and management, among others. In the education sector, this is one fundamental change since the previous Education Policy of 1986-1992. New possibilities have already opened up for use of information technology in different ways, not only to manage the sector, but also directly assist in enhancing the quality of teaching and learning. Many new applications are already in place; as developments in the IT sector advance rapidly, new opportunities constantly keep emerging, which could be appropriately harnessed and adapted to assist in the field of education.
Some experiments have already taken place, of different dimensions and quality in the education field. As will be seen later, the District Information System for Education (DISE) programmer for gathering information and data, which is already in place, can be sharply upgraded for greater reliability and use as a monitoring/management instrument. Many high-end schools, particularly in urban areas are already experimenting with video material to supplement the prescribed text books for use in the classroom. A number of private companies have emerged to create digital material for use in the classroom, as well as for individual learning – the fact that many of them are already successfully functioning as corporate indicate the potential in this regard. Distance learning has made significant progress; the Government of India’s initiative in creating IGNOU is an important landmark in this direction. The potential for using imaginatively information technology for preparation as well as in-service training of teachers, as also to support class-teachers to put together creative teaching material to enhance the learning process needs to be explored, developed and exploited. The following sections indicate the possibilities as they appear today, in the opinion of the Committee. Without doubt, many new potential applications of IT in aid of education will emerge in the coming years.
There is immense possibility of harnessing the power of IT in teaching / learning processes in higher education. In many western systems, even from senior school classes onwards, the basic lecture by the teacher is sent on the internet to be seen at home by the student, to be followed up in the classroom by a discussion, question-answer session and analysis – to sharply enhance the learning experience. IGNOU has been a success in Indian conditions. As elsewhere pointed out, opportunities should now be available for private initiative in spreading E-education. Much experimentation will surely be useful in this regard, using the experience of IGNOU, and nominating IGNOU as the leader of this national initiative, with appropriate safeguards and directions.
Sharmila Devi and et.al (2012): ICT applications are becoming indispensable parts of contemporary culture, spreading across the globe through traditional and vocational education. In Indian scenario, mainly education system has three tiers primary (including nursery and preprimary), High school or
secondary level (High and senior secondary levels) and the college or higher level (including college, university levels). In all these levels of education ICT can be utilized for better teaching learning process and improving quality of education. Using multimedia in education results in the increasing productivity and retention rates, because people remember 20% of what they see, 40% of what they see and hear, but about 75% of what they see and hear and do simultaneously [5]. Interactive whiteboard helps teachers to structure their lessons, supports collaborative learning, can help to develop student‘s cognitive skills, enables ICT use to be more integrated into classroom.
Higher education in India: vision (2030): India has remarkably transformed its higher education landscape. It has created widespread access to low-cost high-quality university education for students of all levels. With well-planned expansion and a student-centric learning-driven model of education, India has not only bettered its enrolment numbers but has dramatically enhanced its learning outcomes. A differentiated three-tiered university system – where each tier has a distinct strategic objective – has enabled universities to build on their strengths and cater across different categories of educational needs. Further, with the effective use of technology, India has been able to resolve the longstanding tension between excellence and equity. India has also undertaken large-scale reforms to better faculty-student ratios by making teaching an attractive career path, expanding capacity for doctoral students at research universities and delinking educational qualifications from teaching eligibility.
STATEMENT OF THE PROBLEM:
The new global economy created by technological change and globalization with ICTs at the core has serious implicational institutions. ICTs are potentially powerful enabling tools for educational change and reform processes. The extent to education and the quality of that education in India requires determination.
OBJECTIVES OF THE STUDY:
• To assess the implication of integrating ICTs in Business Education in India.
• To determine the appropriate and effective use of ICTs in the Educational System
RESEARCH METHODOLOGY:
The present study is descriptive in nature. The data used for the study is secondary in nature. The data have been collected from various journals, magazines, newspapers, reports and internet.
ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN BUSINESS
EDUCATION:
The context of Liberalization, privatization and Globalization constitute the current social, economic, technological and political space within which television and all other media have to exist, survive and function. Revolutions in ICT have reduced national boundaries to meaningless lines drawn on maps. And in the new scenarios, education has been identified as one of the main services which need to be opened up for free flow of trade between countries. The form of this flow will become clear only when GATS comes into full force after rounds of negotiation among participating countries. Then more than now, knowledge is expected to become a tradable commodity and it will be essential that Indian educators keep pace with the change, or else perish in the face of competition from multinational forces in all fields of education and learning, including adult learning.
Challenges in the use of ICT in education:
� Quality control in education is lack of standards for parameters to measure the quality of education.
� Development of ICT has changed the epic centre of knowledge and hence in many of the cases student is more informed than the teacher. Teachers lack adequate qualification and training and their lesson plans are most often outdated or irrelevant.
� The teachers are not willing to introduce new technologies to themselves first and subsequently to their students.
� Various ICT tools must be available and it must be accessible at demand. Many schools have limited resources for buying books, stationary, furniture and other classroom materials.
� Rural population may not be able to pay hefty amount to utilize such ICT resources for education. � ICT hardware and software are not designed as per educational purposes rather they are designed
for general purpose. � ICT tools are costly supportive infrastructure, developing online materials can be expensive and
time consuming, quality, validity of online material, lack of flexibility in already prepared study material.
SUGGESSTIONS AND RECOMMENDATION:
• The teacher educators have to accept the demand of the modern world and modify their old concepts and methods according to the needs of the trainers and to provide students with the skills functions affectively in this knowledge explosion era.
• The teachers keep an open mind about ICT integration in classroom. It is crucial that teachers learn new teaching methods to adapt to the new devices when teaching with ICT.
• Creation of appropriate instructional and infrastructural facilities for ICT integration in all business education institutions is made mandatory.
• The approaches to the use of ICT in education should persuade holistically. The success or failure of most ICT/education initiative is based not only on sound implementation practices, but on the nature and quality of broader educational policies and strategies in which the use of ICT is embedded.
• The investment in ICT should not only be used to promote the development of basic ICT skills (such as keyboarding, compliances in operation and office productivity), but also to enable the development of boarder set of critical thinking, problem solving and communication skills.
• Technology changes very quickly. Thus, at most care should be taken in making big investments on a singular technology.
• Special attention should be placed on the professional development of teachers. Teachers are at the heart of the educational process. The introduction of ICT makes this position of the teacher more important in upgrading the subject, specific competencies of teachers through increased access to quality education content, distance learning opportunities and self placed tutorials.
• The use of ICT should be monitored and evaluated regularly and closely to meet a variety of educational objectives.
• Proactively ensure the teachers or business educators have necessary knowledge, skills and tools to respond to, and take advantage of, the challenges and opportunities the technological advances present to addressing key developmental challenges on the education sector.
CONCLUSION:
In conclusion, the teachers should learn not only how to use technology to enhance traditional teaching or increase productivity, but also should learn from a student centered perspective, how ICT can be incorporated into teaching learning process in order to promote student learning. Hence, teachers keep an open mind about ICT integration in the classroom. This means that teachers need to use ICT in more creative and productive ways in order to create more engaging and rewarding activities and effective lessons. There is no doubt that ICT based teaching learning process will enhance the outcome of education.
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ICT BASED EDUCATION FOR LITERACY IN INDIA AND CHALLENGES
Prof. B.SATHYANARAYANA SETTY
VINUTHA S [email protected],
MANDASMITHA N [email protected]
SURANA EVENING COLLEGE OF COMMERCE AND MANAGMENT
A P S COLLEGE OF COMMERCE
Abstract
Proportion of adult illiterates has improved in many countries over the last decade. Yet, the number of adult illiterates in India has remained the highest at 287 million since 1990 to 2010 because of the population growth. India constitutes of more than one-thirds of the world’s adult illiterates which needs serious attention from the government. Defining literacy has been a debate in India, as in many developing nations. Literacy should be recognised as a continuum and as the laying stone of lifelong learning. Adaptation of skills and Information Communication Technologies (ICTs) with functional literacy skills as base for lifelong learning has to be a core element of the basic education agenda in India post 2018. The goal, targets and indicators for literacy have to be defined in a way that makes sense in relation to an overarching human capability agenda. Furthermore, multiple literacy skill levels need to be recognized. In India there is need to expand formal and non-formal adult education with the concept of life-long learning using ICT. It is suggested in the paper, how India can develop a strong and effective ICT based education system to impart literacy.
KEY WORDS: ICT, SKILLS, LITERACY,
I. INTRODUCTION
Literacy, the foundation of all education and lifelong learning, is an essential component of the Right to Education. However, according to the latest ‘Education for All’ (EFA) Global Monitoring Report , adult literacy around the globe remains an elusive goal.
‘The Education for All’ agenda set an international target of achieving a 50 per cent improvement in levels of adult literacy by 2018. India set a national target of target of reaching 80.5 percent adult literacy rate by 2018. Despite such national and international targets and continuous efforts towards the same, there is still an alarming number of adult illiterates.
The global adult illiteracy rate fell from 24 per cent in 1990 to 18 per cent in 2000 and further to
16% in 2011. Hоwеvеr, the number of illiterate adults remains stubbornly high at 774 million, a fall of 12% since 1990 but just 1% since 2000. India’s current trend literacy trend shows only 71.4 percent adults and about 60 percent female adults will be literate by 2018 .
It is irrefutable, that the need of the hour is to literate adults across the globe. As the year 2018 approaches it is becoming increasingly important to understand better how the contribution of ICT can play an important role in the post-EFA agenda to impart literacy and life-long learning.
In regard with this, the route which India has been working towards education for literacy after post EFA-2018 should be looked at closely, to utilize the country’s strength in ICTs to impart literacy. In this study, we shall elaborate how India can optimally use ICTs in Education to impart youth and adult literacy beyond 2018.
II. BACKGROUND
A. Global Contexts
In the past decades of the 21st century, there has been considerable international attention given to the role that ICT can play in economic, social, and educational change. It has been asserted that ICT in education has become an engine of growth for the global economy. ICT in education has the potential to contribute significantly to sustainable economic development, to enhance public welfare, to strengthen democracy, to increase transparency in governance, to nourish cultural diversity, and to foster international peace and stability through educating the children, youth and adults . It is necessary that the use of ICT in education is central to the post-2018 EFA agenda or any International Agenda because of the severe needs to develop human resources capable of responding to the demands of the information age and to nurture ICT literacy and skills through education, training, and lifelong learning. ICT has played an instrumental role towards achieving Education for All (EFA) and Millennium Development Goals (MDGs) and shall continue do the same in the post 2018 international agendas if given proper attention and policy .
B. ICT in Education - Case of India
Rapid technological advancement and introduction of ICT in education have benefitted India greatly, especially at primary and secondary education levels. Various modes of e-learning, use of ICTs in classrooms and Distance Education programs have significantly improved the education access and achievement in India.
India has witnessed a few milestones to promote ICT driven education. Imparting literacy to the adult masses has been a part of the mandate for the government of India for a long time. The National Literacy Mission (NLM), launched in 1988, was based on the 1986 National Policy on Education after which many literacy initiatives followed. India launched a dedicated satellite EDUSAT in 2004 with the purpose to bring both quantitative and qualitative revolution in education and help in e-learning and self education. Recently, the Indian Government proposed use of ICTs in education in its Eleventh five year plan (2007-2012) and set up a National Mission in Education (NME) through ICT . A number of ICT related projects have been implemented by NME-ICT for development of e-learning education environment. Some of the major projects are eGyanKosh, Flexilearn, NPTEL, CEC, Institute of Lifelong Learning (ILLL), e-PG Pathshala .
The use of new learning technologies contributing greatly in classrooms across the country has opened up significant opportunities for informal and continuing literacy learning in adult and youth basic education programmes. The use of ICT in Education has been popular because of the various advantages offered to the Indian learners; it has provided improved learner support, widened the access to resources, and given the learner to learn anywhere, any time.
Yet despite these advantages, use of ICT in Education has been quite limited to only some privileged groups, particularly those residing in urban areas and who have the financial means to afford such education. A high drop-out rate amongst the young adolescents also leads to the result that they are unable to engage and get the benefit from ICTs in education effectively.
Low adult and youth literacy rates coupled with the socio-economic changes taking place within and outside India due to globalization, liberalization of the economy and the tremendous expansion of ICT have necessitated a review of adult education policy and its reformulation.
As India approaches the 2018 EFA deadline, it is projected that it shall achieve goal 2, yet significantly fall back in terms of adult and youth literacy . This calls for reform in literacy education
in India. India does not have a national plan for ICT in education as it is the responsibility of individual states to develop plans to carry out policy set at the federal level .
C. Challenges in ICT Based Education in India
Some main challenges India has faced in the critical domain of using ICTs in education for literacy, are briefly described below:
Inclusion for use of ICT. It has been a challenge to provide equal opportunities for the economically and demographically disadvantaged populations . Such populations have found it hard to afford and ensure continuous access to ICT devices for learning and skill development.
Internal Divide. Beyond sub-regional differences, the internal digital divide of India has also increased significantly as urban areas quickly adopt and further their use of ICTs while it remains out of reach for rural and remote regions. Moreover, as technological advancements take place rapidly, there is a risk that advanced technological requirements may lead to the further exclusion of large numbers of people from sharing the advantages of the new global communication channels .
Struggle to cope with ICT developments. Innovations in technology and new products are introduced in the global marketplace at a much faster pace than most educational systems are able to use them effectively. This issue of policy timing is important and necessitates that policy ensures institutions are on track as ICTs improve and develop at a rapid pace .
Traditional Mindsets. Majority of adult illiterates especially those who have never used ICTs, are hesitant to use and immerse themselves in learning from ICTs. They prefer the traditional ways of education and don’t deem ICTs to be useful for them . This scenario mandates a necessity for creating awareness and sensitizing youth and adults towards the uses of ICTs in education.
Lack of resources in backward areas. There is an evident lack of resources such as power electricity and facilitators especially in backward and rural areas to use ICT in imparting literacy which prove to be a significant obstacle to integration of ICT in education in India. Moreover, there is also a scarcity of teachers trained in the use of ICT for literacy education.
Weak Monitoring and Evaluation Standards. Another problem in this area is the lack of a common set of indicators to monitor and evaluate use of ICTs in education. And, where data has been collected, it is often quantitative data related to infrastructure (for example, number of computers) rather than data that can help policymakers gauge the impact of ICT interventions on student learning.
Lack of National Policy. India also has not formulated any policy with regards to the use of ICT to impart adult literacy. The lack of policy regulation doesn’t give the issue much attention and financial support. Most such projects using ICTs to impart literacy are small scale, and carried out by NGOs in collaboration with other partners and lacks support from the government. A national policy on ICTs for literacy would prove to be a strong laying foundation for further developments post 2018.
Despite these challenges, the use of new learning technologies has contributed to opening up opportunities for informal and continuing literacy learning for adult and youth education programmes in India. ICTs in education can further facilitate skills development, encourage use of learner-generated materials, stimulate awareness-raising and learner motivation, support and train literacy workers, contribute to education for sustainable
development, facilitate the distribution and updating of materials and information to resource centres and gather feedback.
D. Types of ICT Assisted Instruction for Youth and Adults
In India In the current era of technology, ICT in India should be seen as a platform to overcome the negatives of traditional education and make learning more efficient for the adult learners, imparting literacy to the illiterates at a faster pace than in the past. It is also recognized that learners who use ICT for basic skills double the value of their study time acquiring two sets of skills at the same time so it is deemed to be very beneficial while imparting literacy . Meeting these demands may take many forms - from distance learning on a radio or TV, to newer devices like the widespread mobile phone which can be better classified under types of ICT assisted instructions. It refers to teaching methods or models of instruction delivery that employ ICT in supporting, enhancing and enabling course content delivery. It may include any, all or different combinations of the following:
1) Radio-assisted instruction. It can be in the form of Radio broadcast education, where an audio lecture or lesson is given, with printed material to be used by learners supporting the audio. Another form is interactive radio instruction which requires that learners give feedback and answers to questions and exercises through verbal responses to radio programme contributors, while the programme is on air. Three pilot projects in India titled „Khilti Kaliyan, PREAL and Chauraha attempted to use television (discussed below) and radio for teaching literacy to adults, particularly adult women.
2) Television-assisted instruction. It is equipped the additional benefit of video along with audio. It helps to bring learning concepts through clips, animations, simulations, visual effects and dramatisation. Traditional television instruction has been a benefit in many parts of India but it has been disadvantageous in terms of lack of flexibility and limited interactivity as it shares the same rigid scheduling as radio broadcast education.
3) Computer-assisted instruction. It is an interactive method unlike previous to learning methods. In this, a computer is used by teachers and learners to present instructional material, to perform tasks for learning and to help in accessing additional pedagogical material.
4) Internet-assisted instruction. It refers to an interactive learning method using content from the World Wide Web for pedagogical purposes. Learners explore information from all these online resources and construct their own knowledge for different purposes . Radio and TV have been providing educational programmes for the youth and adults in India for many years. New technologies, including satellite broadcasting and multi-channel learning, have potential to immensely increase access to education for youth and adults. Presently, the internet is not widely available in most rural areas, but latest Internet Technologies and Mobile Internet centers hold promise for effectively connecting teachers, learners, and communities. There also various other ways of ICT assisted type instruction, which can be a great help in imparting literacy. New media has enormous potential for creating learning spaces, such as interactive websites, chat-rooms, web-based courses and online libraries.
III. ICT BASED EDUCATION
A. Present and Beyond 2018
Non-Governmental and International organizations such as UNESCO have shown concern to enable all people around the world to make use of the huge potential of ICT for learning and self-empowerment. Furthermore, it is accepted that universal literacy is fundamental to social and еcоnоmic progress. As the case of India stands, there are huge differences
in levels of literacy according to different states, levels of income, family background and so on. With supportive policies, strategic planning and monitoring, ICT hold out the promise of facilitating greater inclusion of such groups. The focus of imparting literacy using ICT beyond 2018 should be on the marginalized sections of the society. Such sections have been enumerated below:
1) Rural inhabitants 2) Poverty stricken families 3) Young girls and women 4) Ethnic, religious and linguistic minorities
For improving literacy using ICT, the key would be to focus on the dissemination of ICT education in the areas and population that has been neglected so far. With fast developments in technology perceptions of a literate person are also changing, which necessitates that those who are marginalized are also kept abreast with the new developments, so that that they maintain the levels of literacy as per rising standards. As use of ICT grows, it would be mandatory for people; particularly women who are denied opportunities conventionally, to go beyond basic literacy to develop digital literacy that would be necessary to utilize the new technologies effectively and productively for their own empowerment to be not left behind .
B. Way Forward - Key Focus Areas
1) ICT in rural areas
About 68 percent of the population in India resides in rural areas (about 845 Million people), comprising of a large portion of the adult illiterates in the country. Moreover, regional differences in adult literacy rates are also quite significant within India. The national literacy rate in 2008 was 66 percent with lowest literacy in the state of Bihar (48 percent) and highest being from the state of Mizoram (95 percent). The rural-urban differentials of adult illiterates are higher for females than for males. For instance, in the year 2008, national average for female adult literacy was at 54.9 per cent. Bihar and Rajasthan both large states- by area and by population, recorded female adult literacy of just 34.6 and 35.2 percent respectively . On the other hand, the states of Kerela and Mizoram recorded female adult literacy rates of more than 90 percent for the same year.
Use of ICT to impart adult education in areas with low literacy will not only increase literacy, but it will increase economic productivity eliminating poverty, raise awareness towards health issues benefiting especially women and children and improving the overall standards of living.
To bolster Adult Education and Skill Development in rural areas, Government of India introduced two new schemes, namely Saakshar Bharat (Literate India) and Scheme for Support to Voluntary Agencies for Adult Education and Skill Development during the Eleventh Five-Year Plan. Furthermore recognizing the need to address the female illiterates, a new National Mission for Female Literacy (Saakshar Bharat) has been launched. Such programmes have been successful to an extent, and can further provide greater results by the inclusion of ICT in education for rural areas.
In today’s knowledge driven societies lack of literacy is more than ever synonymous with exclusion and marginalization and it becomes necessary that adults in rural areas are not excluded. ICT based education will improve efficient delivery of resources to the poor, bring markets within reach of rural communities, to improve government services, and to transfer knowledge needy to meet any national goals .
2) ICT in non-formal education
India has struggled in its own way and has begun to transform the adult education programmes so far dominated by literacy into multi-faceted learning opportunities for youth and adults. India faces one of the biggest challenges as 287 million illiterates are from India and out of the total adult illiterates, almost two-thirds of this number is women which elicit social and gender disparities. India has witnessed improvements in the percentage of adult literates, but the total number of literates has been stagnant due to the high population growth rate. The literacy movement that was launched in India in the 1990s and later has few parallels elsewhere in the world in respect of its scale, scope, implementation structure and innovations including its “Mission” approach to overcome bureaucratic constraints. To follow such an approach further after 2018 it will be crucial for India to introduce ICT in non-formal adult education.
In India, non-formal education may cover educational programmes to impart adult literacy, basic education for out-of-school youth, life skills, work skills and general knowledge.
ICT has proven effective delivery mechanisms to improve the accessibility of non-formal educational programmes. They are usually delivered through Community Multimedia Centres (CMCs), Community Learning Centres (CLCs), or Telecasters. Meanwhile, ICT literacy and ICT application skills have become important emerging life-skill and work-skill contents of non-formal educational programmes to help out-of-school youth and adults find work and become empowered in the information society.
ICT based non-formal education activities will provide out-of-school adolescents and youth access to structured learning, reinforce their self-esteem and help them find ways to contribute to their communities. It is important to address the youth so that they don’t translate into adult illiterates in the future. In some cases, ICT based non-formal education may serve as a bridge to help out-of-school adolescents improve their academic skills to the point where they can re-enter the formal school system. Similarly, adults in the country will also gain from such programmes by gaining necessary skills through ICT to get employment or contribute to their professional development.
3) ICT in life-long learning
Technology can make lifelong learning a reality . At this crucial juncture around the year 2018, EFAs and MDGs come to a deadline, it is necessary for India to go beyond conventional definition of learning and re-think learning. India needs to cultivate lifelong learning to build a learning society that should enable all youth and adults to participate in lifelong learning programs related to work, citizenship and personal fulfilment. Non-formal education should be given equal importance such as Community Learning Centres etc. to help eradicate a major hurdle of adult functional literacy .
The National Policy on Education in India, 1986 considered lifelong education as the cherished goal of the educational process which presupposes universal literacy, provision of opportunities for youth, housewives, agricultural and industrial workers and professionals to continue the education of their choice at the pace suited to them . Such foresight in those days, mandates that it is followed up with concrete actions in the form of ICT based life-long learning opportunities for the adults. India should capitalize on its philosophy and tradition of learning throughout life. It was only in 2007 that the Government of India put forward the idea of expanding the scope of the Continuing Education Programmes by developing it as Lifelong Education and Awareness Program (LEAP) .
The practice of lifelong learning itself has been facilitated by the demonstrable fact of thousands (now millions worldwide) of adults studying beyond school age using a problems of illiteracy and poverty in India, there is a severe need for ICT based life-long learning. Current problem faced by the country is the vision required to frame lifelong learning policy, develop programs and institutional infrastructure based on ICT.
In future users of lifelong learning services to be offered by educational institutions may be expected to be mostly adults with different levels of background knowledge and different levels of ICT skills. Therefore, it is crucial at this stage that life-long learning platforms are built on friendly, easy to use and robust technology. On the other hand, the didactics will have to be designed in a way that the learning process is motivating for the learner, so that it supports the information age generation (constructivist learning) and that it improves transfer of acquired knowledge in a learning process into a practice. New technologies like mobile-learning (using tablets, personal digital assistants, mobile phones) will aid to life-long learning programs by making the learning possible practically anywhere and anytime.
It may be argued that the Indian interest in lifelong learning till date has been greatly influenced by the global discourse on lifelong learning and its advocacy by the transnational organizations like the UNESCO and the European Commission. These two organizations have not only played a key role in publicizing the concept of lifelong learning in India, but also in orienting the government officials and academic community towards lifelong learning. Post 2018 India should show their commitment to using ICT based life-long learning in the form of policy for eradicating adult literacy. India has taken a positive step as the 12th Five Year Plan (2012-2017) sub-committee on Adult Education has emphasized the need for developing a comprehensive policy to guide the systematic promotion of adult and lifelong learning and the creation of structures and mechanisms for recognition, validation, accreditation and certification of prior learning ; it is expected that lifelong learning will soon become a reality and an important strand of India’s education policy and the use of ICT will play a critical role for the same.
4) Sustainable development
Globally there is also a pressing need for Education for Sustainable Development (ESD) and many countries are practicing ESD and strategizing to develop ESD beyond 2018 as the United Nations Decade of Education for Sustainable Development (DESD, 2005-14) comes to an end. ICTs are a very efficient and effective way to imparting education for sustainable development along with literacy. It will allow the youth and adults of India to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future.
Education for Sustainable Development means including key sustainable development issues into teaching and learning; for example, climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption and ICT should be at the crux of ESD post 2018. It will help sustain people, communities and ecosystems in India and advocate the message of learning to live together. It is utmost important to re-orient education in this direction. Education for sustainable development requires far-reaching changes in the way education is being practiced today.
C. Suggestions Post 2018Development
Taking into consideration the benefits of a literate population, India should consider taking a bold step towards educating the illiterate youth and adults. Some recommended strategies are suggested for the same:
1) Formulate a clear national policy
The process of developing the policy framework of ICT based adult education has been rather slow in India It is recommended that since the knowledge base of ICT based adult education or lifelong learning in India continues to be weak, systematic efforts should be made to generate new knowledge through rigorous researches and scholarly publications. There is a need to formulate policy based on rigorous research that enables the integration of appropriate forms of ICT into literacy programmes with consideration to the different needs of adults within the country. In addition it is necessary to facilitate implementation of cross-cutting, integrated literacy programmes . 2) Provide proper
infrastructure
ICT-based literacy programmes in India have suffered from inadequate infrastructure and technical support especially in rural areas. Policy makers should address the need of essential infrastructure requirements (electricity, internet connectivity, phone lines etc.) in needy areas.
3) Proper monitoring and evaluation of projects
As the latest Global Monitoring Report by UNESCO (2014) has suggested each post-2018 goal must be clear and measurable, with the aim of ensuring that no one is left behind. To achieve this, progress should be tracked by the achievements of the lowest performing groups, making sure the gap between them and the better-off is narrowing . All literacy projects must have monitoring and evaluation mechanisms built into the structure to determine the progress. Keeping a track of data will also help policy makers understand the strengths and weaknesses of the programs. Relevant and useful data are vital in order to make decisions regarding improvements to the project. Data should also be maintained on a national level for international research and comparisons.
4) Strengthen partnerships with stakeholders
The success of ICT based literacy projects also depends on establishing strong partnerships and collaborations between stakeholders (Government, NGOs, International Organisations, Institutions etc) to make the most of the strengths and assets of the stakeholders. India should evaluate appropriately, how public-private partnerships can be an effective and affordable way of bringing ICT expertise and experience into educational activities.
Coordination of efforts by the various institutions, ministries and organizations involved in the process of implementing ICT based education will ensure that there is no duplication and wastage of resources. It is important to also ensure that funding is secure and lasts throughout the project.
5) Community participation
Community participation in this process is vital, as experiences in many countries have shown that literacy projects are more useful and sustainable when communities support and commit to them . The community should be sensitized about the benefits of ICT based education so to increase motivation of learners with a greater level of participation.
IV. DISCUSSION
In order to effectively impart literacy using ICT it is required that the post 2018 national approach be innovative and inclusive, learning and education strategies must recognize all places where learning takes place: at work, in the community, in the family, and in social and civic life. ICT have tremendously broadened the opportunities for people to acquire
information, interact, network, address issues of common concern, generate income and participate in society. The importance of local context and systematic capacity building is key. Furthermore, careful monitoring and evaluation, and coordination, is critical to success of ICT in India which has not been a strong point thus far.
As educational achievements are shaped not only by the way education is organised but also by the socio-economic background of the learners, their socio-cultural environments, the changing skills and competences that are necessary for employment, education and training, self-development and participation in society non-formal learning, informal learning and adult learning are increasingly seen as crucial for the future of learning.
A concrete vision of “ICT and learning” is needed that takes into account the shifts and trends (e.g. globalisation, migration, demographics, technological progress) that are transforming the way people work, learn, enjoy themselves and make sense of their world. Preferably, this vision would be realised through a proactive strategy that envisages and anticipates future learning needs and requirements, rather than an adaptive strategy which simply reacts to new requirements as they arise .
In order to make successful use of ICT in enhancing the reach and quality of teaching and learning, policy makers need to be aware of how ICT can be of best value in their country's education system, and need to develop a supportive policy environment and framework at the national level for the integration of ICT into their education systems .
If ICT are to become effective and integral tools to impart literacy in India, and if accountability is to be demonstrated to donors and stakeholders, monitoring and evaluation must be a priority area of focus. ICT based education imparting adultliteracy can provide exciting and effective educational possibilities, ICT can connect with communities of learners who have been excluded by traditional education provision, and ICT involves a new and important set of skills, that is of value to adult learners.
CONCLUSION
It is expected that the challenges highlighted and suggestions presented in this paper will present cause for dialogue and future research to understand the situation of ICT based education in India and strategize ways to improve it. As explicated in previous sections, levels of literacy in India in the coming years will play a major role in national development and will have an impact on the world. Therefore, ICT based education beyond 2018 must be given greater priority in India as well as globally.
REFERENCES
1) M Ashraf Rizvi, Effective Technical Communication (Tata McGraw-Hill, 2007). 2) K.K. Sinha, Business Communication (Galgotia Publishing Company, 2002). 3) Andrea J. Rutherfoord, Basic Communication Skills for Technology (Addison Wesley Longman, 2001). 4) R.K. Chadha, Communication Techniques and Skills (Dhanpatrai Publications, 2001). 5) “Teaching and learning: Achieving quality for all,” EFA Global Monitoring Report, Paris: UNESCO, 2014.
THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN
HIGHER EDUCATION
SATISH KUMAR M [email protected]
MANJUNATHA H M [email protected]
DEEPA M [email protected]
SURANA EVENING COLLEGE OF COMMERCE AND MANAGMENT
A P S COLLEGE OF COMMERCE
ABSTRACT
This paper attempts to highlights the role of ICT in higher education for the 21st century in particular the paper has argued that ICT have impacted on educational practice in education to date in quite small ways but that the impact will grow considerably in years to come and that ICT will become a strong agent for change among many educational practices. It is evident from the study that use of ICT in education is increasing very rapidly in various state of India. One of the most common problems of using Information and Communication Technologies ICT in education is to base choices on technological possibilities rather than educational needs. In developing counting where higher education is fraught with serious challenged at multiple levels, there is increasing pressure to ensure that technological possibilities are viewed in the context of educational needs. The use of ICT in education lends itself to more student-centered learning settings and often this creates some tensions for some teachers and students. But with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important and this importance will continue to grow and develop in the 21st century. Thus, the paper suggests that ICT in higher education is not a technique for educational development but also a way of socio-economic development of the nation.
KEYWORDS: ICT, Education, Socio-Economic Development
INTRODUCTION
Ensuring universal service and access to information and communication technology is a top national objective in many countries, often enshrined in laws that govern the sector.
One of the distinctive features of human beings is their ability to acquire knowledge, and what makes this knowledge an ever-thriving entity is man’s ability to ‘impact’ this knowledge to others. Transfer of knowledge, which is one of the foundations of learning, is among the most fundamental social achievements of human beings.
Building strong relationships with students is something that frequently explains why faculty takes pleasure in the challenge of working at a small university.
The concept of moving the traditional classroom of desks, notebooks, pencils, and blackboard to an online forum of computers, software, and the Internet intimidates many teachers who are accustomed to the face-to-face interaction of the traditional classroom. In the past 10 years, online instruction has become extremely popular as is evident in the rise of online universities, such as University of Phoenix Online and Athabasca University (Canada), and on-campus universities offering online courses and degrees, such as Harvard University and University of Toronto. For many students who find it difficult to come to campus due to employment, family responsibilities, health issues, and other time constrains, online education is the only option.
Advancements, standards, specifications and subsequent adoptions have led to major growth in the extensibility, interoperability and scalability of e-learning technologies. E-learning is fast becoming a major form of learning.
Computer multimedia offers ideal opportunities for creating and presenting visually enriched learning environments. The latest technologies associated with virtual reality will also play an important role in not too distance future.
Management institutes and educators have attempted an increased incorporation of collaborative group work, problem-solving and decision-making through technology as an integral component of of pedagogy. There is no doubt that technology-based tools can enhance student’s cognitive performance and achievements if used appropriately, in accordance with knowledge, learning and as as part of a coherent educational approach.
Computer-based systems have great potential for delivering teaching and learning material.
The rapid development of Information and Communication Technology (ICT), particularly the Internet, is one of the most fascinating phenomena characterizing the Information Age. ICT powers our access to information, enables new forms of communication, and serves many on-on-line services in the spheres of commerce, culture, entertainment and education.
Over the last decade in the United Kingdom there has been growth in support for the use of technology within teaching and learning in Higher Education (HE). In particular, since 1993 the Teaching and Learning Technology Programme (TLTP) has promoted the creation of technology-based materials for use across the HE sector.
WHAT IS ICT?
Information and Communication Technologies (ICT) are referred to as the varied collection of technological gear and resources which are made use of to communicate. They are also made use of to generate, distribute, collect and administer information. ICT is a force that has changed many aspects of the way we live.
Information and Communication Technologies consist of the hardware, software, networks, and media for collection, storage, processing, transmission and presentation of information (voice, data, text, images), as well as related services. ICTs can be divided into two components, Information and Communication Infrastructure (ICI) which refers to physical telecommunications systems and networks (cellular, broadcast, cable, satellite, postal) and the services that utilize those (Internet, voice, mail, radio, and television), and Information Technology (IT) that refers to the hardware and software of information collection, storage, processing, and presentation.
The concept of a “Digital Divide” has been around almost as long as ICT has been publicly available. While traditionally it has come to mean a division in society, based on socio-economic factors, this does not ‘paint the entire picture’
Introducing ICT as a tool to support the education sector has initiated substantial discussions since the late 1990s. A decade ago the emphasis was on Technical and Vocational Education and Training and training teachers. During the last few years an increasing number of international development agencies have embraced the potential of ICT to support the education sector. UNESCO has played a major role in spearheading the Education for All initiative to harness the potential of ICT. The widely subscribed Dakar Framework for Action recognizes that, ‘these technologies (ICT) have great potential for knowledge dissemination, effective learning and the development of more efficient education services’.
When looking at the integration of ICT to support the achievement of educational objectives, it can be found that after almost a decade of using ICT to stimulate development, it is not yet fully integrated in development activities and awareness raising is still required.
The main objectives of the paper are to evaluate the importance of ICT in higher education and to analyse the government initiatives for development of ICT in higher education.
ICT AND HIGHER EDUCATION
The major teaching and learning challenges facing higher education revolve around student diversity, which includes, amongst others, diversity in students’ academic preparedness, language and schooling background.
Education is perhaps the most strategic area of intervention for the empowerment of girls and women in any society and the use of Information and Communication Technologies (ICT) as an educational tool in the promotion of women’s advancement has immense potential. The application of ICT as a tool for effective enhancement of learning, teaching and education management covers the entire spectrum of education from early childhood development, primary, secondary, tertiary, basic education and further education and training.
Integrating ICT in teaching and learning is high on the educational reform agenda. Often ICT is seen as indispensable tool to fully participate in the knowledge society. ICT need to be seen as “an essential aspect of teaching’s cultural toolkit in the twenty-first century, affording new and transformative models of development that extend the nature and reach of teacher learning wherever it takes place” (Leach, 2005). For developing countries like Vietnam, ICT can moreover be seen as a way to merge into a globalizing world. It is assumed that ICT brings revolutionary change in teaching methodologies. The innovation lies not per se in the introduction and use of ICT, but in its role as a contributor towards a student-centered form of teaching and learning.
The Information and Communication Technology (ICT) curriculum provides a broad perspective on the nature of technology, how to use and apply a variety of technologies, and the impact of ICT on self and society. Technology is about the ways things are done; the processes, tools and techniques that alter human activity. ICT is about the new ways in which people can communicate, inquire, make decisions and solve problems. It is the processes, tools and techniques for:
1. Gathering and identifying information 2. Classifying and organizing 3. Summarizing and synthesizing 4. Analyzing and evaluating 5. Speculating and predicting
Enhancing and upgrading the quality of education and instruction is a vital concern, predominantly at the time of the spreading out and development of education. ICTs can improve the quality of education in a number of ways: By augmenting student enthusiasm and commitment, by making possible the acquirement of fundamental skills and by improving teacher training. ICT is also a tool which enable and bring about transformation which, when used properly, can encourage the shift in environment which is learner-centred.
ICT which can be in the form of videos, television and also computer multimedia software, that merges sound, transcripts and multicoloured moving imagery, can be made use of, so as to make available, stimulating, thought provoking and reliable content that will keep the student
interested in the learning process. The radio on the other hand through its interactive programs utilizes songs, sound effects, adaptations, satirical comedies and supplementary collections of performances so as to induce the students to listen and get drawn in to the training that is being provided.
The use of online pedagogy within universities and management institutes is increasing. The introduction of the Wi-Fi system too has led to the growth of hi-tech education system, where accessibility and accountability of subject matter is made readily available to the students. The students can now study and comprehend the related information at their own convenient time.
ICT IN RESEARCH
Applications of ICT are particularly powerful and uncontroversial in higher education's research function. Four areas are particularly important:
The steady increases in bandwidth and computing power available have made it possible to conduct complex calculations on large data sets.
Communication links make it possible for research teams to be spread across the world instead of concentrated in a single institution.
The combination of communications and digital libraries is equalizing access to academic resources, greatly enriching research possibilities for smaller institutions and those outside the big cities.
Taking full advantage of these trends to create new dynamics in research requires national policies for ICT in higher education and the establishment of joint information systems linking all higher education institutions.
The application of ICT in academic research has grown steadily in the past 10 to 15 years in both developing and developed countries, although there are wide variations in usage both within and between countries and regions.
The most straightforward use of ICT in research is in data processing. The unprecedented growth in bandwidth and computing power provide opportunities for analyzing/processing huge amounts of data and performing complex computations on them in a manner that is extremely fast, accurate and reliable. Computer data processing not only frees researchers from the cumbersome task of manually analyzing data but more importantly facilitates quick and accurate analysis of huge amounts of data from national samples or even multi-national samples covering tens of thousands of respondents.
Another important dimension of ICT in research is the use of online full text databases and online research libraries/virtual libraries which are the direct outcome of the growth in telecommunications networks and technology. These databases and libraries provide researchers with online access to the contents of hundreds of thousands of books from major publishing houses, research reports, and peer- reviewed articles in electric journals.
ICT has also played a major role in university and industry partnership in Europe. The University of Minnesota's MBBNet (a web portal of the state's virtual biomedical and bioscience community) in collaboration with Zurich Med Net (a web based information source covering 400 universities, companies and institute) offers links to more than 1,300 organizations in the area of technology transfer.
ICT IN TEACHING
Academics have taken to the use of computer in teaching much more readily than they adopted earlier audio-visual media. This is because the strength of computers is their power to manipulate words and symbols - which is at the heart of the academic Endeavour. There is a trend to introduce eLearning or online learning both in courses taught on campus and in distance learning. Distance education and eLearning are not necessarily the same thing and can have very different cost structures. Whether eLearning improves quality or reduce cost depends on the particular circumstances. ICT in general and eLearning in particular have reduced the barriers to entry to the higher education business. Countries and those aspiring to create new HEIs can learn from the failures of a number of virtual universities. They reveal that ICT should be introduced in a systematic manner that brings clarity to the business model through cost-benefit analyses.
ICT according to a number of commentators, enhance teaching, learning, and research, both from the constructivist and instructive theories of learning. Behind this increasing faith in the role of technology in higher education however, lies implied acceptance of technology by various commentators, either as neutral and autonomous, neutral and human controlled, autonomous and value laden, or human controlled and value laden.
In many countries, demand for higher education far outstrips supply and Governments and institutions are turning more and more to the use of ICT to bridge the access gap. It is too early to say whether the role of ICT in the teaching function of higher education is truly transformative, or whether it is simply a repackaging of previous pedagogy.
ICT are a potentially powerful tool for extending educational opportunities, both formal and non-formal, to previously underserved constituencies—scattered and rural populations, groups traditionally excluded from education due to cultural or social reasons such as ethnic minorities, girls and women, persons with disabilities, and the elderly, as well as all others who for reasons of cost or because of time constraints are unable to enroll on campus.
ICT make possible asynchronous learning, or learning characterized by a time lag between the delivery of instruction and its reception by learners. Online course materials, for example, may be accessed 24 hours a day, 7 days a week. Teachers and learners no longer have to rely solely on printed books and other materials in physical media housed in libraries (and available in limited quantities) for their educational needs. With the Internet and the World Wide Web, a wealth of learning materials in almost every subject and in a variety of media can now be accessed from anywhere at anytime of the day and by an unlimited number of people.
Effectiveness, cost, equity, and sustainability are four broad intertwined issues which must be addressed when considering the overall impact of the use of ICTs in education. The educational effectiveness of ICT depends on how they are used and for what purpose. And like any other educational tool or mode of educational delivery, ICTs do not work for everyone, everywhere in the same way.
The constitution of the United Nations Educational, Scientific and Cultural Organization (UNESCO) was adopted by 20 countries at the London Conference in November 1945 and entered into effect on 4 November 1946. The main objective of UNESCO is to contribute to peace and security in the world by promoting collaboration among nations through education, science, culture and communication in order to foster universal respect for justice, the rule of law, and the human rights and fundamental freedoms that are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations. UNESCO’s principles on ICT in education can be summarized as follows:
1. Old and new technologies need to be used in a balanced way. On air and off air radio/radio-cassette, television and offline video-assisted technologies are still considered valid and cost-effective modes of education delivery, as important as more interactive computer/Internet-based virtual education or online distance learning. 2. Meeting the international education goals by 2018 will require huge investments in
teacher training institutions. 3. The demand for higher education cannot be met in both the developed and developing
world without distance or virtual modes of learning. 4. Vocational training needs cannot be met without virtual classes, virtual laboratories, etc. 5. Educational goals cannot be met without gender sensitivity. Wherever possible, the
proposed indicators will address the need to measure the gender gap.
Large Class
The growth of mass higher education has made large classes an endemic feature of several courses at higher education institutions. Large class sizes make it difficult for teachers to employ interactive teaching strategies or to gain insight into the difficulties experienced by students. Large classes pose problems for all students but students who are under-prepared are particularly affected. It is these contexts that provide useful opportunities for educational technologies.
Increasing access to education
ICT is a prospectively prevailing tool for developing educational opportunities, both prescribed and non-prescribed.
1. Whenever, wherever: One important characteristic of ICT is their capability to go beyond time and space. ICTs make it feasible to achieve learning which is exemplified by a time delay involving the deliverance of instruction and its receipt by students which is termed as asynchronous learning. Course materials can be retrieved and used 24 x 7. An example that can be discussed here is that of Hughes Net Global Educations Interactive Onsite Learning platform which strives to characterize the future level of education which is called as Real Time Interactive education.
2. Access to reserved educational capital: With the advent of the internet and the World Wide Web, it is now possible to gain access to an unlimited amount of data and educational materials. Data in almost any subject and in diverse forms of media can be accessed from any place at different times of the day and by an unrestricted number of individuals. This is predominantly important for various educational institutions in the developing countries, and also for those educational institutions in developed countries that have restricted and outdated material in their libraries. ICT also enable access to the opinions of professionals, experts and researchers all over the world and allows one to be in direct communication with them.
External factors influencing the inner life of higher education institutions, including the use of ICT, can generally be distinguished into: economic, social, cultural, and technological factors as well as the changing role of governmental policy. ICT is both driving and enabling the processes toward a knowledge-driven global economy. It allows higher education providers to accommodate the specific needs of students in terms of mode, pace, place and time of study and to cater to different and new target groups and (niche) markets both locally and globally.
BENEFITS AND CHALLENGES OF ICT
Tools are now available on the Internet to assist both teachers and students to manage writing assignments to detect and avoid the pitfalls of plagiarism and copyright violations. One of the great benefits of ICT in teaching is that they can improve the quality and the quantity of educational provision. For this to happen however, they must be used appropriately.
While using ICT in teaching has some obvious benefits, ICT also bring challenges. First is the high cost of acquiring, installing, operating, maintaining and replacing ICT. While potentially of great importance, the integration of ICT into teaching is still in its infancy. Introducing ICT systems for teaching in developing countries has a particularly high opportunity cost because installing them is usually more expensive in absolute terms than in industrialized countries whereas, in contrast, alternative investments (e.g., buildings) are relatively less costly.
Using unlicensed software can be very problematic, not only legally but in the costs of maintenance, particularly if the pirated software varies in standard formats. Even though students can benefit immensely from well-produced learning resources, online teaching has its own unique challenges as not all faculties are ICT literate and can teach using ICT tools.
The four most common mistakes in introducing ICT into teaching are: i) installing learning technology without reviewing student needs and content availability; (ii) imposing technological systems from the top down without involving faculty and students; (iii) using inappropriate content from other regions of the world without customizing it appropriately; and (iv) producing low quality content that has poor instructional design and is not adapted to the technology in use.
The other challenge faced is that in many developing nations the basic requirement of electricity and telephone networks is not available. Also many collages do not have proper rooms or buildings so as to accommodate the technology. Another challenge is that the teachers need to develop their own capacity so as to efficiently make use of the different ICT in different situations. They should not be scared that ICT would replace teachers English being the dominant language most of the online content is in English. This causes problems as in many nations the people are not conversant or comfortable with English. Skills development is another important area in which ICT could be used effectively. Attempts are being made to strengthen the ICT framework for Technical and Vocational Education (TVET). The emerging discourse on the role of skill development in addressing poverty and developmental issues indicates the potential role of ICT4D. ICT can play a major role in integrating skill development as a component of a poverty alleviation strategy.
CONCLUDING OBSERVATIONS
As move into the 21st century, many factors are bringing strong forces to bear on the adoption of ICT in education and contemporary trends suggest will soon see large scale changes in the way education is planned and delivered as a consequence of the opportunities and affordances of ICT.
It is believed that the use of ICT in education can increase access to learning opportunities. It can help to enhance the quality of education with advanced teaching methods, improve learning outcomes and enable reform or better management of education systems. Extrapolating current activities and practices, the continued use and development of ICTs within education will have a strong impact on: What is learned, how it is learned, when and where learning takes place, & who is learning and who is teaching. The continued and increased use of ICTs in education in years to come, will serve to increase the temporal and geographical opportunities that are currently experienced.
The integration of ICT in higher education is inevitable. The very high demand for higher education has stimulated significant growth in both private and public provision. ICT in the form of Management Information Systems are increasingly universal. The strength of computers in teaching is their power to manipulate words and symbols - which is at the heart of the academic endeavour. ICT has also led to the emergence of Open Educational Resources (OERs). The use of ICT creates an open environment which enables the storage and the reuse of information materials as also it enables the interface among the teachers as well as students.
Apart from having enabling telecommunications and ICT policies, governments and higher education institutions will need to develop strategies for effective ICT and media deployment and sustainability.
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A STUDY ON CHALLENGES IN BUSINESS EDUCATION IN EMERGING ECONOMIES
TO FACE GLOBAL COMPETITION
Dr S.Oviya
Sindhu.R.
BMS College for Women
Abstract
Business education involves teaching students the fundamentals, theories, and processes of business. Education in this field occurs at several levels, including secondary education and higher education or university education. There are several challenges faced by the emerging economies in imparting education to the students. Some of the challenges of business education are public funding, demographics, economic, technology, etc. The paper sets its objectives to showcase the challenges faced by the emerging economies in business education. A secondary research of the published literatures available through online database n-list was adopted. The paper outlines the current challenges faced by business schools and those posing a threat for their success in the future.
Keywords: Business Education, Challenges, Growing Economies.
Introduction
Business education has its origins in the late 19th
century in the United States. In recent years, the US has seen a 10% annual growth in the non-degree executive education programs. Similar trends are seen worldwide - business education has spread rapidly in Europe, Asia, and Latin America. Many of these schools are at least partially based on the US model. The growth of business education has gone hand-in-hand with numerous innovations in pedagogical models, course content and curricula, the role of research and the relationship with government and industry. Until the 1980s, U.S. business schools thrived on a hyper-competitive culture, with mostly Type A personality students with finance and engineering backgrounds. However, many of these people were not prepared to compete in a global world. In response, business schools diversified their student bodies in terms of both discipline and demographic backgrounds, and pushed for more team-oriented programs backed by preparation in the foundations of international business, information technology, and entrepreneurship. To meet the resource demands of this push, business schools adopted a flexible organizational model, encompassing all segments of education: undergraduate or graduate, full time or part time, degree or non-degree, and bricks or clicks.
The goal of this article is to assess the quality of contemporary business education and to identify opportunities for further enhancement of the quality. India is an appropriate context for our study because of three factors. First, outside of the US, India now trains largest number of MBAs with about 75,000 degrees annually. Second, the Indian government has liberalized the business education market over the 1990’s, resulting in a rapid growth of business schools offering programs at both undergraduate as well as graduate levels. Third, Indian business schools have sought to replicate the US-based organizational, pedagogical, curricula, industry-interface, and academic research models, but are struggling to introduce several adaptations because of the differences in the work culture system. Therefore, it would be fruitful to investigate the challenges for enhancing the quality of business education in India.
Historical Context and Social Status of Business Education in India
Business education has a long history in India dating back to the 19th
century. Early business schools were focused on the commercial side of business, seeking to fulfil the colonial administration needs of the British government. Their graduates joined the British government colonial bureaucracy, usually
at the clerical rank. India’s first business school - Commercial School of Pachiappa Charities – was set up in 1886 in the southern city of Chennai. In 1903, British government initiated secondary school level commerce classes at the Presidency College in Calcutta, with a focus on secretarial practice/business communication (shorthand, typing, and correspondence) and accounting.
The first college-level business school was founded in 1913 in Mumbai (Sydenham College), and was soon followed by another in Delhi in 1920 (Commercial College, later renamed as Shri Ram College of Commerce). These business colleges imparted basic skills about the principles of trade and commerce to clerks and supervisors from fields such as banking, transport, and accounting. After India’s independence in 1947, business education, which was associated with “babu-ism” and therefore lacked a strong social status, started to evolve. In an attempt to enhance vocational skills, the Government of India introduced commerce as a third stream of specialization at the high school level, science and arts being the other two.
However, even at this stage, business education (commerce) was not meant, in the eyes of the society, for the intellectually and academically talented students. Intelligent students were expected to join the science stream at the high school level, and take engineering stream at the college level in one of the Indian Institutes of Technology, universities, or other technical institutions. They then joined corporations as technical supervisors, and moved up the management cadre.
A shift in the social status of business education began occurring during the 1980’s. Two major forces were at play. First, competition for college level education became cutthroat, as the gap in the number of admissions at the premier undergraduate programs and the number graduating from the high schools grew for the science stream. Second, as companies began to grow they began hiring commerce graduates from the colleges at the junior executive level, often backed by some in-company executive training program, as the premier engineering colleges failed to meet their growing needs for executive personnel. Consequently, society began seeing business education as a viable alternative passport to enter the corporate world at the executive, as opposed to the clerical, level.
Quality of Business Education in India
There is a great diversity of business education in India and it may not be meaningful to consider all types of schools in an analysis of quality. Until recently, the top business schools have functioned as role models for the rest; however a number of business schools are striving to create their own regional or sectoral innovation niches. These quality initiatives have been partly supported by recognition at the national policy level of a need to balance a resource allocation strategy focused on ‘creating islands of excellence in a mass of mediocrity’ with a strategy that aids “small improvements in large number of institutions”. A broader policy concern relates to the apparent paradox between Excellence and Equity. To identify the best academic institution, one needs to consider several criteria. No institution may have an absolute advantage in everything; therefore it is important to encourage the development of comparative advantage of each business school by recognizing the value of their self-defining, entrepreneurial initiatives.
Objectives of the study
1) To examine the challenges in management education system in India. 2) To find out implication of management Education.
Research gap:
The review of literature shows challenges in business education. The researchers would like to look into the aspect of the challenges of business education by emerging economies to achieve global competition.
Review literature
• Ajisafe., Bolarinwa., (2015): journal, Issues in Business Education Programme:
Challenges to National Transformation: Journal of Education and Practice.
Transformation engenders change, and change denotes a departure from the old order to a new one. National transformation therefore implies fundamental change in the building block of a nation; change in the social, economic, infrastructural and political landscape of a nation. For transformation to be achieved, it must encompass all levels of change and development from economy, to social, education political and even cultural orientations. In order to achieve this much talked about transformation, education must be given its prides of place in which business education is an integral part. It is on this premise that this paper ex-rays issues in business education as they pose challenges to national transformation. Business education remains the foundation of human resource development which provides knowledge, skills, attitudes and understanding needed to perform in the business world as a producer or consumer of economic goods and services that business offers. To ensure national transformation as being emphasized as slogan on daily basis, there is immediate need to tackle the challenges of business education programme headlong to pave way for the fulfilment of its roles in national life.
• Balaji.R. (2013): journal, Trends, Issues and Challenges in Management Education:
International Journal of Innovative Research in Science, Engineering and Technology
The business and management education could play a pivotal role in social uplift and triggering the entrepreneurial spirit in a society. The business schools face several challenges in terms of imparting quality education. External environmental forces and stakeholders continuously put pressure on the business schools to adapt the changes happening in the business world. The rapid trend of globalization and technological changes have made difficult for organizations to survive in the competitive world. As a result the importance of management education has increased many folds. Business executives need to update their skills due to sudden changes in the external environment. There is a strong need to focus management education globally (i.e. think globally but act locally). When the course content is customized based on the market needs then students will not face unemployability problem. The Education Institutions need to strive to achieve balance between the education cost and the quality.
Methodology
The researchers conducted on secondary research of the published literatures available through online database Google Scholar. The data collected is to understand the challenges in business education in the Emerging economies.
Challenges of the business schools to face global competition
1) Public funding.
This is becoming more difficult to obtain as governments have less money to spend, at least in some parts of the country.. As a result some schools are having to merge.
2) Economic.
Economic problems in Emerging economies are seriously affecting job opportunities for business school graduates and participants.
3) Technology
This will become even more important in the future. We all know that e-learning will be a massive challenge as well as a huge opportunity for business schools around the world. “MOOCs” (massive open online courses) are a reality, and e-learning could reshuffle the cards in a way that may well change the fate of a number of schools.
Challenges of business schools in India
The most important challenge for Business education in India centres around the fact that the high quality education is limited to the top tier schools. The number of students graduating from these schools is miniscule compared to needs of the country. The fact that there is such a difference between the top tier and next level leads to numerous problems.
In this we will look at business education from an Indian perspective:
The first challenge is the proliferation of “bad mangoes” in the MBA basket. The classical MBA model in India is the two year PGDM (Post Graduate Diploma in Management) program. It was pioneered by the IIMs with a stringent Common Admissions Test (CAT) filter. The PGDMs are considered to be a “VIP pass” in the corporate recruitment market. In recent years, a variety of shorter “MBA” programs from a plethora of bottom tier institutions have mushroomed. Some of these institutions boast of loose links with “foreign” institutions with dubious fame. This avalanche of MBA courses has created a “hollowing out” effect. The same trend is discernible in the West. Thankfully, the industry has declined to recruit from these shoddy institutions and there are signs that they are sputtering.
The second challenge is in the curricula. Most B-Schools have not kept pace with the changing times. Simplistically, the MBA courses focus on three things: “knowing” “doing” and “being”. Because most professors are from research and academics, the scale is heavily tilted towards “knowing”. The curricula are typically light on both “doing” and “being”. Some B-Schools are experimenting even with “knowing”. The new courses are built around external stakeholders like competitors and customers and internal stakeholders like employees and innovators. IIM Calcutta has done a complete rethink and refresh of its curriculum. Its pedagogy is now being fine-tuned to adapt to the new thinking and curriculum. There is a clear need to rebalance. More focus is needed on “doing and being”.
The third challenge is in the ethos. How are B-Schools ranked? How do MBA students rank prospective employers and recruiters? Most serious rankings place a disproportionate weight to salaries offered at campuses. This in turn drives the students to focus on this single metric to improve the ranking of their institution. Unless one takes a holistic view and looks at parameters like career advancement, life-cycle earnings, richness of experience and contribution to society –the “mercenary” allegation will not go away easily.
The fourth challenge is in the” by-pass route” that many companies are taking globally. Traditionally, the largest recruiters of MBAs are two sectors: financial services and consulting. Many of them are recruiting graduate engineers, chartered accountants and others and grooming them to the top, recruiting fewer and fewer MBAs. The director of a leading consulting firm has told “We now hire a very large number of non-MBAs into our Associate roles. In fact, our income mix is 50 per cent MBA and 50% non-MBA”. An investment banker put it even more bluntly, “You are three times as likely to become a Managing Director at our firm if you are an Associate who came up through the ranks than if you are an Associate hired after an MBA”.
The fifth challenge is the ability to attract top quality talent with the right experience into
teaching. This is a particularly acute problem in India where the brand of an institution is defined more by the quality of its students than by its faculty. If the students are to be skilled in “being” (ethical leadership and innovation) and in “doing” (execution and managing skills) then a way must
be found to bring in the rich experience of the trench and the “corporate war stories” into the class room. Therefore, B-Schools must find a way to bring successful corporate leaders in front of the MBA class who can share their experience with the students.
The most critical challenge is to convince the society at large that MBA schools are producing ethical leaders and not mercenary soldiers. There is a belief, however unfair, that all that matters to a fresh MBA is compensation. That may or may not be true but that is the perception.
Impact of Business Education
The impact of a business school can be measured by reputation, quality of the faculty, student placements and rankings. "It is very important for an institution to know where its students have gone and what are they doing to make an impact." For proper execution, skill is necessary. In India, importance of skill is an unattended aspect except in few areas like Medicine, Engineering etc that too not everywhere. The graduates are still struggling in communication, lack of boldness to present the presentations. India is composed by demographic dividend with multiple languages, cultures, religion etc. So teaching in common language is not possible like other countries, if we do it, other issues crop up. India is witnessing new era in the field of management education. Many corporate groups like Reliance, Tata, and Sterlite etc have promoted management institutes. Some foreign universities are also coming to India. But government should issue some guidelines so that fee structure remains within certain limit and those who are from economically poor background/ have some opportunity. In India, there is a considerable hope and expectations regarding the value of business education and its potential contributing largely to nation's economic growth.
Conclusion
"There is no need to reach high for the stars. They are already within you - just reach deep into yourself!"—Anonymous. The four pillars for effective management education are industry experience, consultancy experience, research experience and teaching experience. When faculties possess these four areas of experience and expertise, then it ensures qualitative management education. It is unfortunate that India with a billion plus population could not produce global leaders like Jack Welch, Peter F Drucker, Bill Gates, Michel Dell; It is time India took a relook at the methodology of management education. It is also the time Indian B-schools took stock of the situation and set their houses in order. The silver lining in the dark cloud of management education in India is the Indian School of Business (ISB) which is ranked as the 15th best Business School in the world surpassing other premier management institutions like IIMs. There is a strong need to focus management education globally (i.e. think globally but act locally). When the course content is customized based on the market needs then students will not face unemployability problem. Let us make Indian MBA on par with global standards. We need to reinvent ourselves as leaders from being followers. To sum up, it is vital to have holistic and integrated Business Education. The problem with us is to imitate the western management education blindly. By the time we take best out of them, the content and curriculum gets outdated thus resulting into obsolescence. Let us be creative and innovative in preparation of curriculum and methodology of teaching. Management colleges may improve their services through various quality programs and compete globally with other B-schools.
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• http://files.eric.ed.gov/fulltext/EJ1079091.pdf
• file:///C:/Users/Welcome/Downloads/intro.pdf
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A CONCEPTUAL STUDY ON THE ROLE OF COLLABORATIVE TEACHING ON
EMBEDDING EMPLOYABILITY SKILLS IN STUDENTS
VIJAYASHREE M. C.
Abstract
The effectiveness of business education may be measured in terms of the student’s overall performance and their employability. Business education gives a strong foundation of knowledge of fundamentals, theories and processes of business. But, only conceptual education would not make the students employable, they even need more practical & skill based knowledge regarding business issues The present education system needs to be updated as we often hear from the corporates that the students with present business education are not employable in their organisations because they lack certain employability skills.
This paper is a small attempt to find the ways & means to bridge the gap between ‘industries expectations’ and ‘institutions supply’. This study tries to understand the need to adopt innovative methods of teaching than traditional methods. In particular the role of collaborative teaching in making business education more effective is by inculcating both knowledge and skills in students to make them more employable in this competitive world.
Key words: Business Education, employability skills, Collaborative teaching
Introduction
Highly educated workforce is an asset for any organisation because they are creative and innovative and they offer competitive advantages to their organisation. Business education gives knowledge to the students in various fields like accounting, finance, marketing, etc., Business education programme gives the knowledge of business concepts and principles. .It helps to gain business, financial, economical and digital literacy and it imparts the fundamental qualities required for the effective management of the organisation and performs managerial functions in an organised way.
Traditional business education provides the knowledge to the students to understand what makes the business successful by giving a strong theoretical foundation. It will be a value addition if the students are given real world experience along with business education. Though the traditional business education makes the students understand fundamentals, theories and processes of business, it fails to give an exposure to the students towards real-world business situations and challenges. It disables the students to get their desired placement. It emphasises that there is a need to shift from traditional lecture method to innovative and more practical oriented methods of teaching.
Literature review
A major study was conducted by Davis, Tamra S., Mountjoy, Kathy J., Palmer, Elisa L., on ‘Creating an Instructional Framework to prepare Teacher Education Candidates for success on a performance based assessment’. The researchers in this study applied varying instructional strategies on different groups and compared the resulting EdTPA scores. It was found that the increased teacher candidate preparation and support and greater instructor knowledge of Education Teacher Performance Assessment results in higher candidate scores on the EdTPA.
Ken Rowe, Australian Council for Educational Research, in his study on ‘ Effective teaching practives for students with and without learning difficulties: constructivism as a legitimate theory of learning and of teaching’ focused on teaching strategies that are effective in maximising the
achievement progress of students during early and middle years of schooling. From this study it was found that teachers are the most valuable resource, an investment in teacher professionalism to develop pedagogical skills that are effective in meeting the developmental and learning needs of all students.
The study on ‘Skills, Competencies and Employability through Business Education’ by Dr.Shweta Tiwari(Mishra) aimed at examining the link between industry competency requirement and the current provision for business education in India. It was found that a gap exists in terms of ensuring that the needs of industry were met by the ongoing skills development of the workforce. The study revealed a clear understanding of the factors in business education that, there exists a relationship between the skills, competencies and employability.
Title of the study
A Conceptual study on role of collaborative teaching on embedding employability skills in students
Objectives of the study
• To understand the expectations of employers regarding the skills to be possessed by the aspirants.
• To identify the limitations of traditional methods of teaching.
• To study the innovative methods of teaching business concepts and principles.
• To analyse the role of collaborative teaching in inculcating employability skills for the students.
Methodology
The study is a conceptual method of research where an effort has been made to understand the various methods of teaching and role of collaborative teaching in embedding employability skills.
Conceptual framework
Employability skills are a set of skills and behaviours that are necessary for every job. Employing different people with different skills to discharge varied duties is a costly affair for any organisation. Therefore they prefer a worker with multiple skills which are known as employability skills like Communication and Interpersonal skill, Information and technology skill, ability to work as a team, leadership skills, problem solving skills, adaptability skills creativity skills, time management, self motivation, etc.,
Traditional business education failed to embed these skills in the students as the curriculum lacks with inculcating employability skills, collaborations with employers and professionals and practical Oriented Approach and students are not evaluated on the basis of employability skills acquired by them.
By modifying the traditional tutorial method of teaching into innovative methods of teaching we can make the students suitable for the requirements of jobs.
Case Study Method is a method of research, where accumulated case histories are analysed with a view towards formulating general principles. By giving case studies to students, teachers can make them to apply their knowledge and thinking skills to a real situation.
Project approach refers to a set of teaching strategies that enable teachers to guide students through in-depth studies of real world topics. Teaching and learning is an interactive process in project approach.
If the teachers implement the approach successfully, students feel highly motivated and actively involved in the process of learning.
By giving regular assignments of specific work to students, teachers may inculcate thinking and analytical skills in students.
Collaborative learning is an educational approach which organises the students into groups to complete tasks collectively towards academic goals. It is also known as co-operative learning under which an individual student can capitalize on one another’s resources and skills. It develops social skills among the students.
Collaborative team teaching is involvement of General Education and Special Education teachers working together. Both teachers work together to plan lessons, lecture and teach, to evaluations and manage the class. It can be effective when both teachers are equal in class room.
In this method of teaching students get more time with the teachers and they learn from two teachers with different teaching styles, ideas and perspectives. Students with learning and attention issues can be given more attention. There are six basic models of collaborative teaching.
I. The first model being one teaches, one observes. One teacher teaches and the other teacher observes students’ attention and behaviour in the class room.
II. The next model being one teaches, another assists. In this case the assistant teacher moves around the classroom gives individual help to the students as per their requirements.
III. Station teaching is a model where the teachers may be responsible for different parts of the lesson plan. Students are divided into groups and move from one station (teacher) to the other or teachers themselves move from group to group
IV. In Parallel teaching model the class is divided in half and each teacher takes one group. Both groups are taught the same thing but in a different way.
V. In Alternative teaching model one teacher handles a larger group of students, at the same time the other teacher works with a small group on a different lesson and give more support to students having difficulty in learning.
VI. In Tag-team teaching both co-teachers deliver instruction to the whole group at the same time.
Collaborative teaching is the best method of teaching to give attention at slow learners and also an effective tool for embedding employability skills in potential students as it facilitates the combination of teachers with different skills and competencies. A combination of academicians and professionals, practitioners and employers will give a fruitful result by giving practical exposure to the students for the theory what they learn in classroom. For instance teaching accountancy by subject teacher in collaboration with chartered accountants, teaching Income Tax with IT consultants, etc., Corporates need to consider the opportunity cost of workers untrained with employability skills and take an initiation to get collaborated with academic institutions to train students with employability skills. It is going to be more beneficial for organisations because they are going to get students with all required to skills to face challenges in real business world readily available for recruitment. It saves the cost as well time of searching for suitable candidates for the jobs in their organisation. For example TATA company is making an effort to train the students in required employability skills to help them to make correct career choice as a part of CSR activities through their TATA Strive- right skill bright future.
Knowledge
Employable students
Skills
Limitations of the study
This study covers the area of business education only. This study focuses only on inculcating employability skills in students. This paper studies only the role of collaborative teaching in developing employability skills in students
Conclusion
A few guest lectures by professional and practitioners will not be helpful for the students in securing desired employment. Even the full-fledged efforts of academicians alone will not give fruitful results in embedding employability skills in students as how much ever the power given to 1 it is equal to 1. To have synergic effect we need a consistent and continuous collaboration with professional, practitioners and employers in the teaching process to make the students employable. We need more initiatives from the part of employers to undertake corporate sponsored employability skills training programme.
Bibliography
Bunney, D., & Thery, L.,(2013), “A collaborative and consultative approach to embedding employability skills across the curriculum”, International Journal of Arts and commerce, 2(4), 103-115. Dr. Shweta Tiwari (Mishra), (November 2012) “Skills, competencies and employability through business education.” AIMA Journal of Management & Research, Volume 6, Issue 4/4. Monique Strauss-Keevy,(2015), “Using collaborative learning exercises to transfer pervasive skills: some south African evidence”, Contemporary issues in education research-second quarter 2015, Volume 8, Number 2. Faith A. Brown, “Collaborative Learning in the EAP Classroom: Students’ perceptions”. Ken Rowe,(July, 2006), “Effective teaching practices for students with and without learning difficulties: constructivism as a legitimate theory of learning and of teaching”,
Academicians/Teachers
Professionals/practitioners/ Employers
BUSINESS EDUCATION IN INDIA – ISSUES, CHALLENGES AND SUGGESTIONS
*Jayaram.A **Harish.S ***Anitha.G
Vijaya Evening College
Abstract
The Business Bducation System in India at present is at a transition stage. A stage where changes have taken place for good and more transformations in thoughts and processes are desired. Business education system in any nation today seeks a relook. The world is being slowly but steadily turned into a global village. Synchronisation and harmony among the global universities across the globe can create sync throughout, wherein the nurturing of the young minds may be accustomed to the changes desired. Another aspect which is very important today is the concept of blended learning. It is just the next step to the previous idea of creating a harmonization of business education across the globe. Students from all over the world will be benefitted from the expertise of the renowned academicians. The key to harnessing India's demographic dividend is education. Indian higher education currently the third largest in the world, is likely to surpass the US in the next five years and China in the next 15 years to be the largest system of higher education in the world. By 2030, India will be amongst the youngest nations in the world. With nearly 140 million people in the college-going age group, one in every four graduates in the world will be a product of the Indian education system. We have gross enrollment ratio of about 17.9% now, while an ambitious target of 25.2% has been envisaged by the end of 12th Plan. Currently, there are lots of issues regarding governance and autonomy of such educational institutions, which create major road blocks in performance and require urgent attention. There are several legal and regulatory hurdles to create quality institutions in India. For example, ISB Hyderabad is the only B-School from India which features in Top-20 in Financial Times list, but it cannot grant a recognized MBA degree due to legal and regulatory constraints. This paper presents a research proposal to understand concept of education system in India, the issue and challenge facing in education system in India and to analyse the literacy rate of various countries.
Keywords: Education, Challenges, Literacy Rate
Introduction
The Education System in India
In ancient times, India had the Gurukula system of education in which anyone who wished to study went to a teacher's (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru's place and help in all activities at home. This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house. The guru taught everything the child wanted to learn, from Sanskrit to the holy scriptures and from Mathematics to Metaphysics. The student stayed as long as she wished or until the guru felt that he had taught everything he could teach. All learning was closely linked to nature and to life, and not confined to memorizing some information.
The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary. Teaching was confined to classrooms and the link with nature was broken, as also the close relationship between the teacher and the student.
The Uttar Pradesh (a state in India) Board of High School and Intermediate Education was the first Board set up in India in the year 1921 with jurisdiction over Rajputana, Central India and Gwalior. In 1929, the Board of High School and Intermediate Education, Rajputana, was established. Later,
boards were established in some of the states. But eventually, in 1952, the constitution of the board was amended and it was renamed Central Board of Secondary Education (CBSE). All schools in Delhi and some other regions came under the Board. It was the function of the Board to decide on things like curriculum, textbooks and examination system for all schools affiliated to it. Today there are thousands of schools affiliated to the Board, both within India and in many other countries from Afghanistan to Zimbabwe.
Universal and compulsory education for all children in the age group of 6-14 was a cherished dream of the new government of the Republic of India. This is evident from the fact that it is incorporated as a directive policy in article 45 of the constitution. But this objective remains far away even more than half a century later. However, in the recent past, the government appears to have taken a serious note of this lapse and has made primary education a Fundamental Right of every Indian citizen. The pressures of economic growth and the acute scarcity of skilled and trained manpower must certainly have played a role to make the government take such a step. The expenditure by the Government of India on school education in recent years comes to around 3% of the GDP, which is recognized to be very low.
“In recent times, several major announcements were made for developing the poor state of affairs in education sector in India, the most notable ones being the National Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA) government. The announcements are:
(a) To progressively increase expenditure on education to around 6 percent of GDP. (b) To support this increase in expenditure on education, and to increase the quality of education, there would be an imposition of an education cess over all central government taxes. (c) To ensure that no one is denied of education due to economic backwardness and poverty. (d) To make right to education a fundamental right for all children in the age group 6–14 years. (e) To universalize education through its flagship programmes such as Sarva Siksha Abhiyan and Mid Day Meal.
Objectives of the study
1. To understand the challenge facing in education system in india. 2. To analyse the literacy rate of various countries.
Methodology
From the literature review it is very clear that very little research has been done in India. This paper conceptual in nature.
Data collection
Secondary sources: Books, Case studies, Research Articles, Journals, Newspapers, Internet and Magazines. Finally we have analyzed the literacy rate of various countries.
Results and Analysis
Critical Issues Facing Education
Critical issues are those issues that are important to education. They are the barriers that get in the way, or the important elements that we need to focus on in order to move forward and offer better opportunities to our students.
1. Common Core State Standards - 46 states may have adopted the standards but around a dozen states are backing out or considering backing out of using them. Regardless of how people feel about the Common Core they have led to many hot debates about education, and will continue to do so in 2014.
2. Student Learning - Student learning is everything from different pathways to graduation, encouraging student voice in student learning, and encouraging them have a place at the table for larger conversations about their education (Lisa Nielsen's Innovative Educator blog that focuses on student voice). So often we focus on teaching, but it's learning that matters most.
3. Technology - Even after all of these years technology is still a hot button issues. Some people love it and use it flawlessly every day, while others hate it and don't see why they need to be forced to use it at all. In addition what makes it complicated is that some schools seem to have endless resources, while other schools have to use what wealthier schools disregarded as old. Whether its MOOC's, iPads, gaming or BYOD, technology will still be a critical issue to discuss in 2014.
4. Social Media - Twitter has exploded over the past few years. More and more educators are joining and finding members to their Professional Learning Network (PLN). What's even better is that they are sharing resources to use in their classrooms, buildings and districts, and they are also using it to connect for professional development (i.e. Twitter chats, EdCamps, etc.). Social media will be, and should be, part of a huge discussion in 2014.
5. Politics - Politicians have long mentioned education in their speeches but the past two years it seemed to have happened more than ever. Many politicians seem to focus on how schools are failing, and their only solution is standardization, accountability and high stakes testing. Many governors, like Andrew Cuomo, are running for re-election this year and education will no doubt make or break their campaigns. How many politicians, like Cuomo and Christie, have spoken about teachers is deplorable and this is the year when teachers continue to take control over that conversation.
6. High Stakes Testing - Not sure if you have heard of this before but schools across the country have to give high stakes tests to students. Some start it in kindergarten, while others begin in 3rd grade. In most states they are tied to teacher/administrator evaluation and that will no doubt continue to be a big debate this year. There need to be different methods used to assess student learning, and none of it should be "high stakes."
7. School Leadership - If you go on Twitter, you will find hundreds of school leaders who consider themselves "Lead Learners." This is very important because they see the important part they play in the lives of their students, teachers and staff. In addition, school leaders understand that they can have a positive or negative impact on their school climate, and too many still have a negative impact.
8. Pre-service Teaching Programs - How can we get the best teachers into our classrooms when so many politicians and policymakers cry that schools are failing? Under those circumstances, who would want to go into the profession? Additionally, pre-service programs need to improve because many of the graduates do not seem prepared for the profession. The real question for 2014 is how can K-12 schools work with these programs to build a community of learners who are prepared for the profession? A little less accountability tied to testing would go a long way to improve this issue.
9. School Climate - A few days ago Secretary Duncan and Attorney General Eric Holder announced new guidelines to stop the school to prison pipeline and improve school climate. This critical issue is not just about bullying, but about creating an inclusive school climate where all students can achieve their maximum potential.
10. Poverty - We know around 22% of our students are living in poverty. We also know that many children who live in poverty come to kindergarten hearing 1/8th
of the language (vocabulary) that their wealthier peers experienced. Many of the schools that try to educate these students lack the proper resources, and the communities where children in poverty live often lack the same resources that wealthier towns have. Poverty is an issue that is one of the most critical issues of our time, in and out of schools.
Biggest challenges faced by the education system in India
Every year, new schools and colleges are being opened in almost all cities in India, but the quality education is still a long awaited dream for millions of Indian students. In this article, we will bring your attention towards the problems and difficulties prevailing in the education system in this country:
A) No practical knowledge:
In schools and colleges, lots of attention is given to theory and books and practical knowledge is completely ignored. When these students pass the exam, they forget all the things they have studied due of lack of practical experience. In India, parents and teachers expect their students to score high in the exam (rather than acquiring the quality knowledge) and thus the education becomes a rat race. Practical knowledge and skill based education is still far away from the reach of students studying in schools, colleges and universities.
B) Lack of Research or critical analysis:
Problems solving skills are one of the most important things that are required when students complete their studies and look for jobs to earn money and build up their career. This can be learned by participating in problem solving projects with the use of creative and critical thinking. In India, despite the fact that we have the highest number of engineering graduates, still we lack technological innovation. Students must have capability to solve the problems and difficulties that the country is facing today. Most of the students don’t have their own approach towards any problem and they do so only on the instruction of their parents, teachers, neighbors and friends. Schools and colleges must pay attention to case studies, research based assignment and problem solving project so that students can get the fresh ideas about their surroundings and can easily solve the problem they face.
C) Absence of personality development program:
Schools and colleges in India demand student’s performance in terms of marks and they are not well exposed to the external world. When students complete their graduation and enter into the job market, they face problems to get a job as per their capability simply because they don’t meet the criteria and skills required for the job. Companies want to hire those individuals that are aware of the course of the action. It is highly essential to start personality development program is schools and colleges to improve the education standards.
D) Absence of Entrepreneurship development scheme:
The majority of the students want to get a job after finishing their education. They don’t like starting their own business because they are of the view that they can’t become a business person and face the challenges during the circulation of their business. The absence of Entrepreneurship abilities is halting the progress of our country in several fields. Our education system should be such that it should generate enthusiasm to become a business person and it should also produce scientist, writers, thinkers, designers etc only that India can be knowledge based economy and claim to be regarded as superpower.
E) Caste reservation and paid seat:
In Indian education system, seats are reserved for reserved cast and rich students. The education system should give equal chance to all students irrespective of their cast and creed. In India, the child of good a rich family gets good education just because of ample money whereas the child of a poor family hardly gets the primary education. The government data discloses the better reality that only
one child out of 7(that takes birth in India) goes to school. This problem should be taken into notice as soon as possible and do some serious work to change the situation as soon as possible.
F) Outdated syllabus:
There is an urgent need to change the present system of higher education in the country. We need to ensure quality in education as well as quantity. Students are getting the knowledge from outdated syllabus. Lots of technological and scientific improvements are taking place in India and therefore the courses are Graduate and post graduates must be updated as per the industrial and technological development.
Table showing Literacy rate of various countries
This is a list of countries by literacy rate. The figures represented are almost entirely collected by the UNESCO Institute for Statistics (UIS) on behalf of UNESCO with 2015 estimates based on people aged 15 or over who can read and write. Where data is taken from a different source, notes are provided. The data is collated by mostly using surveys within the last ten years which are self-declared by the persons in question. UIS provide estimates based on these for the year 2015 with a Global Age-specific Literacy Projections Model (GALP).
Sl.no Country name Literacy rate 1 Norway, Finland,
Luxembourg 100%
2 Green land, Poland 99.8%
3 Ireland, France, Netherland, New Zealand, United state, japan, germany, switzerland
99%
4 Italy, Armenia 98.6%
5 Thailand, Grenada, costa rica 96%
6 Srilanka 92.6%
7 China 91.6% 8 India 72.1%
9 Nepal 64.7%
10 Bangladesh 61.5%
11 Pakistan 56.4%
Table Showing Literacy Rate of Female
Sl.no Country name Literacy rate
1 Norway, Finland, Luxembourg 100%
2 Lativa 99.8%
3 poland 99.7%
4 United State 99%
5 Srilanka 90% 6 China 94.5%
7 India 62.8%
8 Pakistan 42.7%
9 Bangaldesh 58.5%
10 Nepal 55.1%
Table Showing Number of Universities in India
University Numbers
Central Universtiy 43 State Public University 316
Deemed University 122
State Private University 181
Central Open University 1
State Open University 13 Institution of National Importance 75
State Private Open University 1 Institutions under State Legislature Act 5
Others 3
Total 760
http://mhrd.gov.in/statist
Findings
1. In India's education system, a significant number of seats are reserved under affirmative action policies for the historically disadvantaged Scheduled Castes and Scheduled Tribes and Other Backward Classes. In universities, colleges, and similar institutions affiliated to the federal government, there is a maximum 50% of reservations applicable to these disadvantaged groups, at the state level it can vary. Maharashtra had 73% reservation in 2014, which is the highest percentage of reservations in India.
Suggestion and recommendation
1. Industry and Academia Connection- Industry and Academia connect necessary to ensure curriculum and skills in line with requirements. Skill building is really very crucial to ensure employability of academia to understand and make sure good jobs (keeping in view knowledge + skills+ global professional skills = good jobs).
2. Incentives to Teachers and Researchers- Industry and students are expecting specialized courses to be offered so that they get the latest and best in education and they are also industry ready and employable. Vocational and Diploma courses need to be made more attractive to facilitate specialized programs being offered to students. Incentives should be provided to teachers and researchers to make these professions more attractive for the younger generation.
3. To mobilize resources- The decline in public funding in the last two plan periods has resulted in serious effects on standards due to increasing costs on non-salary items and emoluments of staff, on the one hand, and declining resources, on the other. Effective measures will have to be adopted to mobilize resources for higher education. There is also a need to relate the fee structure to the student’s capacity to pay for the cost. So that, students at lower economic levels can be given highly subsidised and fully subsidised education.
4. Innovative Practices- The new technologies offer vast opportunities for progress in all walks of life. It offers opportunities for economic growth, improved health, better service delivery, improved learning and socio-cultural advances. Though efforts are required to improve the country’s innovative capacity, yet the efforts should be to build on the existing strengths in light of new understanding of the research innovation-growth linkage.
5. Student-Centred Education and Dynamic Methods- Methods of higher education also have to be appropriate to the needs of learning to learn, learning to do, learning to be and learning to become. Student-centred education and employment of dynamic methods of education will require from teachers new attitudes and new skills. Methods of teaching
through lectures will have to subordinate to the methods that will lay stress on self-study, personal consultation between teachers and pupils, and dynamic sessions of seminars and workshops. Methods of distance education will have to be employed on a vast scale.
6. To Provide Need Based Job-Oriented Courses- All round development of personality is the purpose of education. But the present day education is neither imparting true knowledge of life and nor improving the talent of a student by which one can achieve laurels in the field one is interested. So, combination of arts subjects and computer science and science and humanities or literature should be introduced so that such courses could be useful for the students to do jobs after recruitment in some companies which would reduce unnecessary rush to higher education. The programme must be focused on graduate studies and research and developing strategies and mechanisms for the rapid and efficient transfer of knowledge and for its application to specific national and local conditions and needs.
7. International Cooperation- Universities in India have been a primary conduit for the advancement and transmission of knowledge through traditional functions such as research, innovation, teaching, human resource development, and continuing education. International cooperation is gaining importance as yet another function. With the increased development of transport and communication, the global village is witnessing a growing emphasis on international cooperation and action to find satisfactory solutions to problems that have global dimensions and higher education is one of them.
8. Cross Culture Programmes- After education, tour to all the places in India and world as far as possible with the cooperation of government is necessary so that one can understand about people, culture, arts, literature, religions, technological developments and progress of human society in the world.
9. Privatization of Higher Education- In any nation, education is the basic necessity for the socio-economic development of the individuals and the society. In reality only 20% of the population is educated in India. So, improved standard of education as first priority should be offered to the majority by the govt. authorities with sincere political will. Also, privatization of higher education is absolutely necessary in a vast country like India as government alone is helpless to do so.
10. Quality development- Quality depends on all of its functions and activities: teaching and academic programs, research and scholarship, staffing, students, building, facilities, equipments, services to the community and the academic environment. It also requires that higher education should be characterized by its international dimensions: exchange of knowledge, interactive networking, mobility of teachers and students and international research projects, while taking into account the national cultural values and circumstances. The level of education and knowledge being imparted by many colleges...is not up to the mark. Instead of concentrating on quantity, these institutions should concentrate on quality.
11. World Class Education- Indian government is not giving priority to the development of Standard in education. India should aspire for the international standard in education. Many national universities like in the USA, UK, Australia, etc. allow studies in higher education for foreign students in their countries and through correspondence courses as well. In the same way India Universities of world class education can also offer courses of studies to foreign students taking advantage of the globalization process.
12. Status of Academic Research Studies- If we see the number of researchers engaged in Research and Development activities as compared to other countries we find that we have merely 119 researchers, whereas Japan has 5287 and US has 4484 researchers per million of population. Even in absolute terms, number of researchers in India is much smaller compared to US, China, Japan, Russia, and Germany. Numbers of doctoral degrees awarded in all subjects are 16, 602 out of which 6774 are in Arts and 5408 in science and rest in others (professional subjects). India has a little over 6000 doctorates in Science and engineering, compared to 9000 in China and 25000 in US. It increased rapidly from a little over 1000 in 1990 to over 9000 in recent years in China. In comparison, there has been a modest increase in India. National Science Foundation (NSF) - Science and Engineering Indicators (2002) shows that in the US, about 4% of the science and engineering graduates finish their doctorates. This figure is about 7% for Europe. In India this is not even 0.4%.
13. Stipends to Research Fellows- The number of Ph.D’s from Indian Universities should increase with proper standards. This should be seen in the context of extremely low fraction of Ph.D’s in India in relation to M.Sc./B.Tech., as compared to what it is in USA, UK, Germany, Japan etc. Meritorious doctoral students should be recognized through teaching assistantships with stipends over and above the research fellowships Identifying talented, meritorious students and encouraging them through recognition is very important to attract students into research and teaching.
14. Examination Reforms- Examination reforms, gradually shifting from the terminal, annual and semester examinations to regular and continuous assessment of student’s performance in learning should be implemented .
15. High-tech Libraries- Our university libraries have a very good collection of books, but they are all in mess. A library must be online and conducive for serious study. Indian universities should concentrate more on providing quality education which is comparable to that of international standards.
Conclusion
A major concern for India is creation of employable workforce to harness our demographic dividend. According to Industry reports supported by NASSCOM, only 25% of technical graduates and about 15% of other graduates are considered employable by IT/ITES industry. Another survey conducted on 800 MBA students across different cities in India revealed that only 23% of them were considered employable. Hence, there is an immediate need for a holistic and symbiotic association between industry and academia to make employable graduates. There is also an immediate need for moving from 'generic model' of education to a 'learner-centered' model of education. The students should be mentored to make their careers in the areas of their strength and abilities.
While quantitatively India is inching closer to universal education, the quality of its education has been questioned particularly in its government run school system. Some of the reasons for the poor quality include absence of around 25% of teachers every day. States of India have introduced tests and education assessment system to identify and improve such schools.
It is important to clarify that while there are private schools in India, they are highly regulated in terms of what they can teach, in what form they can operate (must be a non-profit to run any accredited educational institution) and all other aspects of operation. Hence, the differentiation of government schools and private schools can be misguiding.
Report of the National Knowledge Commission if implemented can help boost education sector in India. We are moving towards an era which would be defined by the parameters of knowledge and wisdom. India in order to become a developed nation by 2020 and knowledge power by 2015. The decisions that are going to be taken on these are likely to hold the key to India’s future as a center of knowledge production. We need higher educated people who are skilled and who can drive our economy forward. When India can provide skilled people to the outside world then we can transfer our country from a developing nation to a developed nation very easily and quickly.
According to Prime Minister of India Dr. Manmohan Singh ‘The time has come to create a second wave of institution building and of excellence in the fields of education, research and capability building’. We need an educational system that is modern, liberal and can adapt to the changing needs of a changing society, a changing economy and a changing world. The thrust of public policy for higher education in India has to be to address these challenges. However, one university can’t make much difference. If the government welcomes more such initiatives, the future will be ours. We will be able to match and compete with other countries and the dream to be the world’s greatest economy won’t be difficult to achieve.
Last but not the least, to achieve GER as envisaged in our 12th Plan and harness our demographic dividend, it is important to allow not-for profit institutes to bring large-scale investments from Indian promoters and global educational institutes as has been done in the Healthcare sector. This step can truly transform the Education sector and India can become the knowledge capital of the world.
References
Altbach, Philip G. (2006) The Private Higher Education Revolution: An Introduction. University News. January 2-8, 2006. Vol. 44 No.01.
Anandakrishnan, M. (2006) Privatization of higher education: Opportunities and• anomalies. ‘Privatization and commercialization of higher education’ organized by NIEPA , May 2, 2006., New Delhi
Delors, Jacques (1996) Learning the treasure within. Report to UNESCO of the• International Commission on Education for the Twenty-first Century. UNSECO Publishing, Paris.
MHRD (2006) Annual Report. Ministry of Human Resource Development, Department• of Secondary and Higher education. Government of India. New Delhi.
Planning Commission (1999) Approach paper to the Tenth Five-year Plan (2002-• 2007). Planning Commission. New Delhi.
Stella, Antony (2002) External quality assurance in Indian higher education: Case• study of the National Assessment and Accreditation Council (NAAC). International Institute for Educational Planning. Paris.
UGC (2005) Research Handbook: Towards nurturing research culture in higher• education institutions in India. University Grants Commission. New Delhi.
Carl Dahlman and Anuja Utz, (2005) India and the Knowledge Economy: Leveraging• Strengths and Opportunities (World Bank Report No.31267-IN),Washington DC: W. Bank, (http://wwwwds.worldbank.org/servlet/WDSContentServer/IB/312670IN.txt)
Sanat Kaul, Higher Education in India: Seizing the Opportunity (ICIER Working Paper• No. 179). New Delhi: Indian Council for Research on International Economic Relations, May 2006 (http://www.icrier.org/pdf/WP_179.pdf) available on 25.1.2011
Raghunath A. Mashelkar, India’s R•&D: Reaching for the Top. Science Vol. 307, No. 5714 (4 March 2005), (http://www.sciencemag.org/cgi/content/full/307/5714/1415)
National Knowledge Commission, Report to the Nation 2006. New Delhi: National• Knowledge Commission, 2007 (cited as NKC 2007) (http://knowledgecommission.gov.in/report2006/default.asp)
Privatisation of Higher Education in India: Constitutional Perspectives and• Challenges. Lawstudent.in (online) n.d. (2007) (cited as lawstudent 2007) (http://www.lawstudent.in/bc_seervai_essay.htm) http://www.ey.com/Publication/vwLUAssets/Higher-education-in-India-Vision-2030/$FILE/EY-Higher-education-in-India-Vision-2030.pdf
MODERN INNOVATIVE SKILLS FOR ACHIEVING EXCELLENCE IN BUSINESS
EDUCATION
Mini K Abraham Sree Veena M R Mahalakshmi A L
Surana College
Abstract
Business education offers a wide range of opportunities and is clearly one of the mostsuccessful types
of education. The purpose of this paper is to evaluate the traditional methods of teaching as well as
multimedia teaching and to suggest other useful teaching methods that can be attempted in imparting
knowledge to the students. Basically teaching must include two major components sending and
receiving information. Ultimately, a teacher tries his best to impart knowledge as the way he
understood it.So, any communication methods that serve this purpose without destroying the objective
could be considered as innovative methods of teaching. The use of innovative methods in educational
institutions has the potential not only to improve education, but also to empower people,strengthen
governance and galvanize the effort to achieve the human development goal for the country.
Key words: Business education, innovation ,teaching, educational institution.
Introduction
Business education involves teaching students the fundamentals, theories, and processes of business. Education in this field occurs at several levels, including secondary education and higher education or university education. Approximately 38% of students enroll in one or more business courses during their high school tenure.
Business is taught as an academic subject at secondary level in many countries, including Australia, Canada, Hong Kong, India, Nepal, Ireland, New Zealand, Pakistan, South Africa, Sri Lanka, Zimbabwe, Argentina, Sweden, Tanzania, Malaysia and the United Kingdom. At pre-tertiary level, it is often called Business Studies, and usually combines elements of accountancy, finance, marketing, organizational studies and economics.
At the university level, students have the opportunity to take undergraduate degrees, usually a bachelor's degree, in business and management. Specific curricula and degree-granting procedures differ by program and by region. In general though, the program will comprise of either preparation for management and general business, or a detailed - more academic - focus on a specific area. Regardless, all will typically include basic selections such as Accounting, Marketing, Finance, and Operations Management.
Current Educational Scenario
The educational system in India is often criticized for its emphasis on rote learning, rather than comprehension, critical thinking, and problem solving. Young students spend most of their time memorizing a syllabus, without any practical application. Textbook knowledge, rigid ideas, and an undue importance over test scores has stilted the purpose of education, with open debates and logical reasoning taking a back seat.
Creativity is dying a slow death, having rigorous emphasis on rote learning inhibit the development of “free thinking”. Moreover, concerns about student learning outcomes, assessment of learning achievements, and the efficacy of school management are growing, with parents pushing their children to impossible limits, for success in school. One needs to understand that good grades don’t equate to proper learning, the onus of education being defeated in this competitive environment.
Business education, which encompasses several disciplines, enables people to think, speak and behave in ways that support the growth, efficiency and effectiveness of an organization or several organizations. Specific objectives vary by educational institution, specialty, and, in the case of corporate-sponsored training and education, an organization's values and mission.
When an employer provides business education opportunities for its employees, it does so to introduce new concepts, reinforce existing practices or promote new ways of thinking that benefit the organization. For example, it may support a procedural change or the addition of new types of technology to replace older, less efficient processes.
Non-credit continuing education, such as workshops, seminars and lectures, appeal to a wide range of professionals, including small business owners, prospective entrepreneurs and others who have no formal exposure to the business world.
Objectives of the study
• To study innovative ideas in business education
• To study how business education helps in career development.
• To know whether business education in addition to academic subjects, giving experience with skills such as leadership and communication.
Research methodology
• The present study is based on the secondary data collected from different journals, magazines, and web sites. Various studies on this subject have also been referred in this study.
Limitations of the study
• The study is limited to secondary data
Analysis and interpretations
Innovations by existing colleges and universities tend to fall into six primary categories:
(1) Use of technology; (2) Scheduling; (3) Service bundling; (4) Pathways to degrees; (5) Faculty specialization; and (6) Market niche.
1. Use of technology
There is a great need for innovation in the education sector, that is being brought through Information communication technologies (ICT) at present, which helps both the teacher and students to get the best out of education. ICT is the use of technology to provide an assistance in learning. Leading educational systems are identifying ICTs as catalysts for change; change in handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information.
Technology provides the underpinning of all potentially disruptive innovations in higher education, college-based online learning to self-paced adaptive “do it yourself” education. Innovation started, perhaps, with the emergence of fully online learning as an application designed to serve a neglected
segment of the education market: adult students unable or unwilling to attend a traditional college yet needing specific career preparation.
Innovations in business education can be divided into three categories.(1) technological innovations in access are characterized by pedagogies such as Khan Academy, which provides more than 2,100 videos viewed an average of 70,000 times a day.(2) technology provides innovations in affordability, as companies such as StraighterLineprovide students with access to online courses for a flat, single fee of $999 for up to 10 courses. (3) and potentially most important, technology promises to launch innovations in quality, as pioneers such as Knewton lead the way in adaptive learning whereby technology can respond dynamically to each student’s learning style.
2. Scheduling
The traditional college semester, generally comprised of 15-16 weeks ,has prevailed in higher education for generations. However, this arrangement of terms, which was designed to accommodate both an agrarian society and Christian holidays, eliminates most working adults from higher education. It is time consuming, inconvenient, and designed for young students enjoying a traditional campus experience.
Many colleges already have adapted their schedules to better attract this adult population. Courses are either accelerated (meeting fewer hours over fewer weeks) or compressed (meeting the same number of total hours but over fewer weeks) and programs are run year round to move adults through their degrees more quickly.
3. Service bundling
some institutions have begun to disaggregate academic services. These colleges and universities have recognized that while in the past most consumers were parents who wanted to provide their teenage children with a full college experience,today the new majority of consumers are adult nontraditional learners themselves, who have little interest in full-service cafeterias and Saturday afternoon football games. Functions traditionally linked, such as teaching and research, academics and sports, or learning and socialization can be separated, and in separating them innovative institutions can attract previously untargeted markets.
4. Pathways to Degrees
To date, no college or university has been able to escape the fact that all recognized degrees still must bear the name of a single institution. This is unfortunate, since this traditional packaging of education probably gets in the way of the provision of quality education to a large number of people who could use it. Currently, flexibility in pathways can be demonstrated only through flexible transfer credit policies and competency-based assessment of learning outcomes, as seen in Western Governor’s University. In the future, though, it is possible to imagine a student assembling his or her own degree by accumulating distinct “badges” from a number of free, open online programs.
5. Faculty Specialization
Some innovative institutions have redefined the roles and responsibilities of faculty to reflect only the services their college or university requires. A college that focuses on teaching, forinstance, may deem it unnecessary for its faculty to publish or present research at academic conferences. Similarly, a college that focuses on web-enhanced courses may hire specialist facultyto develop their curriculum, and allow the teaching faculty to focus on course delivery instead of development. Other colleges and universities, such as Southern New Hampshire University, may delegate all course management to adjuncts, while course development and supervision is controlled by a small number of full-time faculty. The faculty of the future will likely bemore specialized – and less costly—than the one
presently in place as more colleges and universities begin to break the existing faculty model and innovate in this area. Through the use of technology, colleges and universities can hire adjunct faculty who may be better qualified than normally available, since they are no longer limited by geography.
6. Market Niche
Innovative colleges and universities avoid the product proliferation evidenced by the sizable course catalogues and mission creep of most institutions. They focus intensely either on a few key academic programs or a small target population. For example, Western Governors University focuses solely on assessment of learning, regardless of the source from which students acquired that learning . Similarly, DeVry University avoided the “all things to all people” trap by offering only business programs. These focused institutions reduce their cost and thereby increase their potential for success through their innovative streamlining.
Business Courses
A business education program must provide students with information about all aspects of business. For example, a program should include courses in accounting, marketing, finance and management. There is also an expectation that businesspeople should act ethically, and therefore, schools should include business ethics as part of the curriculum.
Almost all businesses participate in the global economy in some way, and Ms. Wise should ensure that the program includes courses in international business. For example, students could learn how an understanding of cultural differences could make or break a business deal. Students also need to consider how factors such as different currency values and cultural practices impact a business' ability to operate successfully.
Business education that is geared toward high school students serves as a general introduction to available careers and success in the workplace. Undergraduate business education courses for non-business majors teach students to communicate effectively across diverse disciplines and may include coursework on interpersonal communication, general accounting and finance and business writing. Coursework for business majors and graduate business students focuses on management styles, organizational management, risk management, and advanced accounting and finance. At this level, education equips the student to thrive in a corporate environment, especially as part of a management track.
Findings
Educational environments experience continuous change and business education is no exception. Although it is clear that technology is an integral part of business education in the early twenty-first century at every level, a continuing question revolves around the appropriate use of technology: Does it drive the curriculum or should it be viewed as one tool in the curriculum toolbox? Distance learning and online learning are trends in the delivery systems. Providing educational excellence in a multi-faceted technological environment is a huge challenge. Accountability for the education of students results in a careful approach to many areas in education and technological applications are no exception.
The shortage of business education teachers is definitely an additional challenge. Alternative certification processes are being developed in many areas of the country to address this shortage. Incentives such as scholarships or grants are also being allocated to encourage adults to choose business education as a major at the postsecondary level.
Business education teachers are constantly required to update their software and hardware skills as well as learn new technologically based information. The incorporation of this new knowledge and the constant maintenance and updating of hardware is a real challenge for business educators.
Suggestions
Career development is the ongoing process of managing your life, learning and work. It involves developing the skills and knowledge that enable you to plan and make informed decisions about your education, training and career choices.
Students may choose to take business education courses for a variety of reasons, such as learning about business, updating technology skills, and exploring career options. No matter what their reason, it is necessary for the business educators to provide those students with the skills to become productive and active members of society.
Conclusion
Technology has and will continue to have a profound impact in education and the learning process. It is expectable that the symbiosis between pedagogy and technology, the internet of things and new forms of augmented reality, will transform the way students and executives learn. The role of professors is already experiencing a significant transformation. In addition, training and educational programs, particularly with blended format, which combine traditional face-to-face learning with new forms of technology assisted learning may contribute to expand deep personal and professional relations among members of different ages.
All these trends are fostering competition at a national and global level, and making business schools adopt new strategies to adapt to a new environment that will change more rapidly than ever before. The business education landscape has grown beyond its traditional academic borders and comprises a number of new species, new forms of education, which are altering some of the basic suppositions and changing the rules of the game.
Reference
Various journals and websites
IMPACT OF EXCELLENCE IN BUSINESS EDUCATION AMONG RURAL YOUTH
ON ECONOMIC DEVELOPMENT
Ms. Priya.T [email protected]
Ms. P.Lalitha [email protected]
T. John college
Abstract
Globalization, swift in convergence of digital technologies, latest economic challenges and the
requirement of multi–lingual proficiencies are few defining features of our world. These changes
bring greater responsibility for educational institutions in order to meet the challenges. The wealth
of a nation depends more on its manpower, management and government than on its natural
resources. Education helps to enhance the knowledge base of a nation and therefore it has a vital role
to play in shaping the future of a nation.
Education and training systems are at the heart of the emerging changes, it is necessary to adapt
, in order to accompany a successful transition to a knowledge-based economy and society. As
education and training system are identified as the vital points to cope up with these changes ,
Business education is supposed to be preparing inspiring managers capable enough to cope with the
challenges and this needs to be done not only among urban students but also towards the rural youth.
Imparting excellent business education among the rural youth gives scope for new markets , create
job opportunities and enhance their business skills for self employment which leads to the economic
development with a better contribution from rural areas .
Key words : Transition, Rural education ,Business excellence.
Introduction
Basic business education is the broad area of knowledge that deals with the economy. It identifies & explains the role of business as an economic institution and provides content & experience that prepare the individual for effective participation as a citizen & consumer.
Business education improves people’s productivity and creativity and promotes entrepreneurship and technological skills. It plays a major role in securing economic and societal progress and improving income distribution.
There will be an absence of balance without rural development in the country. Rural youth constitute a strong & important labour force in the developmental activities of rural communities .The establishment of small & medium scale industries by educated rural youth will result in the successful development of industries which give rise to employment opportunities, new markets & up liftment in quality of human life.
Business Education & Rural Youth
Education is the basic instrument of economic growth & technological advancement of any society .It is in recognition of the fact that governments commit immense resources to ensure the provision of education for their citizens and also developed the policies for ensuring the accessibility to all citizens. Business education is an essential element of general education. It is concerned with impartation of business orientation and knowledge for personal & national development. Business education is an important part of the general education which highlights the skills and competencies acquisition for use in offices & business related occupations. The important characteristic of a
business education programme is that, its products can function independently as self-employed and employers of labor.
OBJECTIVES OF BUSINESS EDUCATION:
• To develop basic skills for personality development.
• To acquire the basic knowledge and skills of industry education
• To relate the knowledge and skills acquired for economic development
• To develop basic skills in workplace
• To provide support for teaching business subjects
• To give orientation & basic skills to those who start a life of work without undergoing required training.
Business education exposes the students to different ways of being innovative. It also facilitates job competence as well as development of understanding for vocational opportunities available in the field of business. Business without adequate education, knowledge & skills usually leads to failure
The Progress & Development of nation depends upon growth, modernization & development of rural areas which should result in the improvement of quality of human life , Therefore youth participation in rural development projects brings an improvement in the standard of living of people & change their attitude , behaviour , skill & knowledge .The success & strength rural education project depends on Cultural elements, level of income, type of education & assistance made available to them. The establishment of small & medium scale industries by educated rural youth will result in generating employment opportunities & providing improved standard of living in rural areas.
The new approach which emerged over the past decade is the development 'from below'. It stressed the importance of community development based on local entrepreneurial initiatives, with the explicit goal to ensure balanced technological development of rural areas which would offer adequate employment opportunities and a quality of life comparable to urban areas. This approach assumes that the development of rural areas is based on stimulating local entrepreneurial talent and subsequent growth of indigenous companies. Specifically, to accelerate economic development in a rural area, it is necessary to increase the supply of entrepreneurs that is to build up the critical mass of first generation entrepreneurs who will take risks and accept the uncertainties of new venture creation and who will by their example stimulate an autonomous entrepreneurial process thereby ensuring continuous rural development. To support such development, the community must develop links among key institutions, a vibrant entrepreneurial spirit and a commitment and dedication to risk taking and risk sharing.
Institutions of education
The Educational Institutions play a major role in the Rural Development . They help to create a capable work force and to maintain a skilled labour in the community. In rural areas they can act as agents of change, such as:
• Redesigning curriculum to teach skills that would help to improve businesses;
• Developing technical training programmes to provide people with skills for jobs related to local businesses;
• Developing and implementing programmes to improve the competitiveness of local firms and their ability to enlarge into new markets; and
• developing links with higher educational institutions like universities outside the rural region in order to bring into the region technical expertise available outside the region .
Inter-firm Institutions
Efforts to support and enhance existing businesses within a community and to promote new enterprises in a community can be most successfully earned out through different inter-firm institutions. Among different inter-firm institutions, business incubators, industrials parks, different non-profit seeking organizations facilitating networking and business support centres are one of the most successful ones promoting the growth of new and existing enterprises. These institutions can significantly contribute to rural development.
Rural Youth - Rural development
Youth are one of the greatest assets of the nation . They are considered as the future leaders, potentially and actually the greatest investment for a country’s development. The extent of their vitality, responsible conduct and roles in society is positively correlated with the development of their country. The role of the youth is important in the development of rural areas. The development of rural areas in developing countries is the root of economic growth for these nations.
In the present scenario of the society, youth has to play a prominent role to provide leadership for the future and also in implementation of the developmental programmes. In order to create awareness among the youth about their roles to be played in the society, they should be enhanced their capabilities in leading society towards development.
The youth also constitute the major resource base for any country that want to embark on any meaningful rural development projects
Reasons for involving youth in community development projects include:
(a) Increasing the understanding of their community, (b) Developing their sense of empowerment, (c) Encouraging their future participation in community affairs, (d) Enhancing school -community relations, and (e) Helping community leaders and citizens address local needs by recognizing and guiding Youthful enthusiasm and energy.
Features of business Excellence
1) Business Education must be linked with socio-economic development and it should suit local requirements. 2) The Business education system should secure and provide study opportunities for the whole population 3) It should follow international standards and trends for improvement; 4) Rural youth should be encouraged to complete basic business education. 5) Education must be the core of Human Resources Development.
Rural Development & Economic Development
For India’s economy to be strong, the rural economy needs to grow. Rural areas are still facing the problems of malnutrition , illiteracy, unemployment and lack of basic infrastructure like schools, colleges, hospitals, sanitation, etc. This has led to youth moving out of villages to work in cities . Along with the cities villages need to grow and standard of living has to improve for overall growth . If rural India is poor, India is poor.
Rural development implies both the financial betterment of people as well as greater social change. The basic objective of all rural development programme like business education for youth has been the requirement of many .
There is a rising GAP between cities and villages. There is a need is to empower the rural people by providing them education which helps them to be self-employeed so that they can stay in villages instead of migrating to cities. There is a need to empower the villagers, and not just supporting them by food subsidies, loan waivers but also by providing good education facilities & imparting excellent business education. India will grow only when rural India marches hand in hand with cities in the twenty first century.
Conclusion
Excellent business education need to develop the education system for improving the skills and educational levels of the population to reach international standards. Basic educational facilities need to be expanded in order to eradicate illiteracy and provide vocational training to all rural youth. Supporting facilities should be provided to make them learn latest technology, foreign languages (especially English) to foster socio-economic development. Education system to rural and remote areas can create opportunities for varied groups in rural areas.
Rural youth with business excellence can encourage the whole society, including parents, individuals and the private sector, to get involved in the development of the education system and in creating opportunities.
Education in every sense is one of the fundamental factors of development.Sustainable economic development without substantial investment in human capital is impossible. Education enriches people’s understanding of themselves and world. It improves the quality of their lives and leads to broad social benefits to individuals and society.
References
1. Porter, L. and McKibbin, L. (1988), Management Education and Development: Drift or Thrust into the 21st Century?, Mc Graw-Hill, New York, NY.
2. Verma, V. (1997), “Select aspects of corporate entrepreneurship in India: a diagnostic study”, PhD dissertation, Indian Institute of Technology, Delhi.
3. Tas, R. (1988) 'Teaching future managers', Cornell Hotel and Restaurant Administration Quarterly, Vol. 29, No.2, pp. 41-43.
PROBLEMS AND PROSPECTUS OF COMMERCE EDUCATION
SMITHA.L
SRI HONNADEVI GOVERNMENT FIRST GRADE COLLEGE
lsmitha60 @gmail.com
Abstract
The present paper concerned to highlight the issues, problems and prospects of Commerce Education with special reference, represent to Tumkur city. Since last two decades, a numbers of changes and developments have taken place in the socioeconomic and political economic and as a consequence, India being a developing country is facing new challenges to cope with, which put high demand on the employment system and problem. At present, Tumkur city is in a juncture of evolution involving social, cultural and economic changes etc. On one hand, the number of employment opportunities is declining, whereas on the other hand Industry doesn’t find commerce graduates up to the marks in terms of skills and knowledge. Thus, Commerce education need to be holistic, targeted and customized with aim to remove the gap that exist between industry requirements and academic curriculum focusing on attitude, corporate awareness, grooming and developing managerial skills. Therefore, it is the need of the hour to re-orient and redesign commerce education and employment in such a way that it will be relevant for society.
Keywords: Tumkur city, commerce education, commerce employer problem
Introduction
“Education is natural, harmonious and progressive development of man’s innate powers.” Education should be a three-fold process of imparting knowledge, developing skills, and inculcating proper attitudes and values towards life and society. It must enable the individual to develop the activity and skill to earn and carry on reasonable standard of living and it must also enable him to develop his creative potential to utmost so that he enrich his personality, intellectually, morally, physically and spiritually.
At present, commerce education is suffering from terminal diseases and there is a tremendous sense of frustration not only in the minds of students, but also in the minds of commerce teachers about future of this education. Commerce graduates and commerce colleges have grown in number in very significant way in the last 70-80 years. Every years thousands of students complete their graduation & post-graduation in Commerce. Most of them are underemployed and many remain unemployed.
Skill development is a very important tool for today and tomorrow’s world. Commerce is a stream where skill development is a prime requirement. The industrious skills, professional skills, computing skills, communication skills, leadership skills, Managerial skills, entrepreneurial skills etc are essential to enjoy a better human life. In academic curriculum, from secondary to higher level it is expected for inclusion all the indicators of human resource development. Commerce education is a main stream among all disciplines in modern education system and somewhat different from other disciplines. After the advent of liberalization of Indian economy, the managerial trend is howling in different fields of operations. More over the government of India has also allowed many private sector as well as multinationals with a view to stiff competition for the development of Indian education and technology which seeks proper leadership. The changing scenario and severe competition from international business compel Indian Government going for genuine product of human resources introducing HRD curriculums in different institutions all across the Country.
The growing phenomenon of globalization, liberalization and privatization has been immensely influencing the Commerce Education. The technological revolution has further provided new dimensions’ E-banking, E-marketing,
E-commerce, E-finance, E-investment, and governance has been gaining importance all over the world. At the same time, the outsourcing business, call Centre, small business operation, IT based services etc. are expanding very fast. These developments demands paradigm shift in teaching and learning process. The new skills and training are required to cope up with these changes. Modern
Business commerce Education cover diversified fields of education and research in different aspects of business environment. It includes Finance, Marketing, Accounting, Human Resource Management, Entrepreneurship Development,
Commercial and Business Law etc.
Objective of the Study
This paper is primarily designed to highlight the present scenario of commerce education in the city of Tumkur. Here find a few professionals in the fields of Finance, Planning, Accounting, Taxation, Auditing, Banking and Brokering as first career choices.
The objectives of the study focused on the following points:
• To highlight the present scenario of commerce education in the City of Tumkur. • To study the higher education system of the district & opportunities in the field of commerce
education • To study the problems of Commerce Education. • To give suitable Suggestion and recommendation for development of commerce education.
Collection of data
The primary methodology of data collection from the various sources in preparation of this paper. The following steps are followed
• Direct interview & questionnaire.
• Collection of opinions from various respondent groups viz; parents, guardians, teachers and students of the Tumkur city.
• Feedback from Alumni’s.
Limitations
The study of this topic is related to respondent of Tumkur city only. Time is main constraints of this study.
• The present scenario of commerce education in the City of Tumkur.
Tumkur city is located near to Bangalore and also one of the main District of Karnataka. This city is covered by various Educational Institutions and famous matt called Siddaganga matt which providing free primary education to peopleof Karnataka. The various Industries are also located in nearby Tumkur. This city provide various employment opportunities to the Educated People.
Present Education Institutions in Tumkur :
List of colleges in Tumkur :-
1.Tumkur University, Tumkur. 2. Siddaganga College of women. 3.Vidyavahini First Grade College . 4. Sri Siddhartha Institute of Management Studies (MBA), Tumkur 5..Sri Siddhartha Academy of Higher Education (SAHE), Tumkur 6. Vidyodaya Law College, Tumkur 7.Sree Krishna Institute of Law, Tumkur 8.SHRIDEVI COLLEGE OF EDUCATION, Tumkur. 9. SRI VISWABHARATHI EDUCATION SOCIETY(R), Tumkur 10.Navodaya First Grade College, Tumkur. 11.Union Christian College, Tumkur. 12. Sacred Heart First Grade College. Tumkur. ETc,.
Tumkur University is also planned to started toprovide Distance Education in various fields of Education in Tumkur. A few decades ago there is no campus selection for Degree Students. But today various institutions conduct campus selection for students. Many of the Tumkur Students are also got selected in various famous companies. The various opportunities in different fields of commerce is also developed. Students are reached to learn various field of commerce like Banking. Finance. Hotel Management. Tourism etc,.
Problems
• Tumkur city is having well developed Education Institutions. This city is also facing some problems like good infrastructure facilities. Transportation facilities to rural students.
• Lack of commerce library and computer lab. • Semester system leads more pressure on both lectures and students. It is very difficult to
cover syllabus in limited period. • Poor students are struggling in getting admission in repudiated institutions. • Lack of campus selection in many colleges. • Lack of practical training for commerce graduates. • Lack of participation of corporate in education. • Lack of training to Students for facing Competitive exams. • Lack of communication Skills in students.
Suggestion
• To bring the awareness in the society regarding Commerce education guardians and parents meeting should be held frequently.
• To collaborate with some social organization to communicate job opportunities for commerce graduates and self-employment. • To build up required infrastructure like well-equipped commerce library, computer lab etc. • Computer Education should be equally provided to the students of Commerce considering the needs of their capacity development in the field of Accounting and Designing. • Close communication should be made with the feeder institutions and orientation lecture to be distributed for motivating students toward commerce education at their grassroots level. • All the secondary level institutions in the district should extend commerce wing in their respective campuses. • Corporate representatives must give the training to the Final year Degree students for increasing
their practical knowledge. • Syllabus is reformed & it is more skill oriented & practical oriented.
• Curriculum is adopted by consulting corporate etiquettes.
Conclusion
Commerce Education plays pivotal role in equipping our future dynamic managers with the emerging trends of Commerce skills to face the challenges of dynamic business world. Globalization and liberalization of our economy with privatization and technological revolution have posed the most unprecedented challenges before the commerce education. With trade and commerce assuming innovative dimensions in the context of growing international business, the curricula for commerce faculty should be adapted and re-structured to meet the future challenges of the economic, manufacturing and service sectors.
The syllabus of commerce education must contain knowledge component skill component of practice component. Placement is the ultimate goal of any business education. To place the students in industries, colleges can arrange campus recruitment & placement. The Educational Policy makers need to think about this matter seriously. Thus, commerce education is facing numerous problems today. These problems have a direct bearing on the course objectives, course content and course conduct. These issues need serious attention and close scrutiny. It is high time for soul searching for an objective appraisal which will provide the basis for evolving a new strategy for giving a better deal to commerce education in the years to come. For the benefit of teachers and students at different level specific seminars and workshops should be conducted from time to time.
Interaction between industry and institute for placement and curriculum for commerce education must be practical and skill oriented and syllabus should include more on drafting of reports and minutes, conducting case studies undertaking project work and field survey etc. Commerce education need to be holistic, targeted and customized with aim to remove the gap that exist between industry requirements and academic curriculum focusing on attitude, corporate awareness, grooming and developing managerial skills. Therefore, it is the need of hour to re-orient and re-designing the commerce education in such a way that it will be relevant for society.
Questionnaire
1) Name:- 2) Gender :- Male Female 3) Age:
a) 16 to 30 b) 31 to 45 c) 46 to 60 d) 60 & above
4) Designation:- a) Students b) Lectures c) Any other
5) Qualification: 1. SSLC 2. PUC 3. Degree 4. Post graduate 5. Any other
6) Job opportunities in the field of commerce education is ?
1. Very good, 2. Good, 3. Satisfactory, 4. Bad
7) Do you think that commerce (UG PG ) syllabus is relevant to providing employment opportunity ?
1. Yes 2. No
8) If no, what are the modifications required ?
1. Skill oriented 2. It may be training oriented 3. It maybe attitude oriented 4. Any other specify
9) Do you agree that the involvement of companies in framing curriculum of commerce education (UG,PG )?
1. Yes 2. No
10) Do you agree that the socio, economic & cultural changes impact on employment opportunities?
1. Yes 2. No
11) Do you think that corporate training is necessary for final year graduates?
1. Yes 2. No
12) What are your suggestion’s to fill the gap between Industrial requirement and academic curriculum?
13) Specify the problems of present commerce education.
References:
COMMERCE- EDUCATION-ITS PROBLEMS AND PROSPECTS. By .Dr. Pravina
PandyaHead (Banking), Guide for Economics, P.G. Department ,Dr.SubhashMahila Arts, Commerce and Home Science Collegfe, Junagadh.
Websites; - Google.co.in.
ROLE OF BUSINESS EDUCATION IN PROMOTING ENTREPRENEURSHIP
Prof, H L Prasad
Singhania University, Rajasthan
Abstract
Entrepreneurship is encouraged because it could lead to self-employment, help in reducing unemployment and contribute towards development of the country. Business education is described as an ‘education for business and about business’. It equips its recipients with creative skills that would make them to perform well as entrepreneurs. This paper thus, sees Business education as having the potentials for promoting and encouraging entrepreneurship in because; it could equip its recipients with skills for identifying viable business opportunities, proper business management, financial management, proper marketing and avoidance of business failure. This paper concludes that, if our countryreally wants to encourage entrepreneurship, reduce unemployment and ensure that business ventures continue to be in operation, Business education should be taken very serious. Finally, as a way forward which will lead Business education to rapidly develop entrepreneurship, this paper recommends that; Youths should be encouraged to study Business education, only business educators should be allowed to teach Business education, there should be adequate funding of Business education and entrepreneurs that lack Business education skills should be encouraged to acquire the skills.
Key words: Role, Business education, promoting, entrepreneurship
Introduction
It is the desire of every society to achieve a sustainable level of economic development. This could be possible through embarking on entrepreneurial activities by the citizens of the society. This is because the public sector cannot single-handedly drive in the desired level of development. Furthermore, the success of a society in entrepreneurship depends on skills (education) acquired by the entrepreneurs. This owes to the fact that education leads to creativity. Education also equips a person with relevant skills which would lead him to better performance in his chosen career.
In line with these, Business education which is described as an ‘education for business and about business’ could make a person to perform well as an entrepreneur. This is due to the fact that it equips the recipients with skills which are needed for business success. Furthermore, entrepreneurship focuses on the desire and ability of a person to search for investment opportunities within his environment and also be able to set up and run an enterprise based on the identified opportunities. Based on the presentation above, it is obvious that Business education could lead to the development of entrepreneurship in and indeed all the countries of the world. This owes to the fact that based on the content of Business education; it has the potential of equipping the recipients with skills in Book-keeping/Accounting, Business management, Marketing, Business communication, Records management, etc. which are all necessary for the promotion and survival of business enterprises. It is thus against this background that this paper looks at the role of Business education in promoting entrepreneurship.
Concept of Business education
Business education is one of the major components of vocational education. The discipline is offered at both the secondary and tertiary levels of education.Business education is an aspect of total educational programme which provides the recipient with knowledge, skills, understanding and attitude needed to perform well in the business world as a producer or consumer of goods and services. Furthermore, is of the opinion that Business education is a broad area of knowledge that deals with a nation’s economic system and also identifies and explains the rate of business
contentment and experience that prepare individuals for effective participation as citizens, workers and consumers. Business education as an aspect of vocational education that equips people with necessary skills and theoretical knowledge needed for performance in business world either for job occupation or self-employment. It could be deduced from the definitions above that Business education is an education for and about business. It combines both theoretical and practical knowledge. In the same vein, it exposes the recipient to the economic system of his country and equips him with lifelong skills that would enable him to make reasonable judgement as a producer (entrepreneur), employee or consumer of goods and services.
The purpose of Business education stresses the need for:
a. Specialized instruction to prepare students for career in business. b. Fundamental instruction to help students assume their economic roles as consumers, workers and citizens. c. Background instruction to assist students in preparing for professional careers requiring advanced study.
Concept of Entrepreneurship is a multi-disciplinary concept. The concept of entrepreneurship is not restricted to business or economic operation. It is also obtainablein non-business operations. He however stated that in the business cycle, entrepreneurship is a distinct resource and a necessary condition for business success. Entrepreneurship has to do with the process of bringing together creative and innovative ideas as well as management and organizational skills so as to be able to integrate man, machineries and other organizational resources for the purpose of satisfying the identified needs of the customer, thereby creating wealth. Entrepreneurship is a dynamic process of vision, change and creation which requires the use of energy and passion for the purpose of creating and implementing new ideas and creative solution.
From the foregoing, it could be deduced that entrepreneurship is all about:
i. Identification of business opportunities ii. Creativity and innovativeness iii. Bearing risk to utilize opportunities or implement a new plan(s) iv. Good management skills v. Wealth creation
It should be noted that entrepreneurship is a risky venture, but yet, some people choose to become entrepreneurs. This choice may be due to the desire of becoming independent, personal and professional growth, profit making and ultimately contributing their quotas to the development of their societies.
Ways through which Business education can promote entrepreneurship in as noted earlier, Business education is an education for and about business. Entrepreneurship also focuses on identification and utilization of business opportunities, setting up and properly running an enterprise.
Based on these, the following are the ways through which Business education can promote entrepreneurship:
Identification of viable business opportunities Business education equips the recipients with skills that would enable them to identify viable investment opportunities in their societies. Through this, they would be able to see opportunities where others see chaos. It would also equip them with skills that would make it possible for them to use the SWOT (strengths, weaknesses, opportunity and threats) analysis to function well as entrepreneurs. With this background in mind, it could be observed that Business education could promote entrepreneurship by prompting people to strive toward the utilization of the identified opportunities through taking calculative risks.
Skills for financial management accounting education is an integral part of Business education. It is thus, a potent tool for promoting financial prudence and business success. According to the inability of some small and medium-scale entrepreneurs to keep financial records negatively affect the growth of their businesses, ability to secure loans from financial institutions and determination of cost and profit. The knowledge of Business education would therefore help toward proper keeping of financial records. It would also guide the entrepreneurs in cost analysis, inventory control and profit determination.
Utilization of proper marketing skills Inculcation of marketing skills is among the focus of Business Education. According to Gidado (2011), marketers conduct surveys leading to the identification of people’s needs and wants and develop products that would meet those needs and wants. This implies that Business Education could promote entrepreneurship through making entrepreneurs to properly perform their entrepreneurial functions. This is because the knowledge of marketing would prompt them to make good use of the four-p’s of marketing namely; product, price, place and promotion. It is expected that this would lead to the development of sound product idea which would be translated into an acceptable product in the market. Similarly, if it is a business of trading, an understanding of the product mix will make an entrepreneur to procure products that will be appealing to the customers. Finally, acquisition and utilization of the right marketing skills will promote entrepreneurship by leading to proper and acceptable pricing of the product, making it available at the right place and time as well as using the right promotional technique(s) to stimulate customers to buy the product.
Skills for proper business management is crucial to the success of any entrepreneurial effort. Business Education can therefore help in ameliorating this problem and thus a tool for promoting entrepreneurship. This is because attaining proficient skills in economics and management is among the aims of Business Education. The acquisition of requisite management skills would make both current and potential entrepreneurs to successfully manage their ventures through the processes of planning, organizing, directing and controlling the available human and material resources. Similarly, their knowledge of economics is expected to make them to be rational and also ensure proper allocation and utilization of the available resources.
Based on the nature of Business education, it has the potentials of helping entrepreneurs to avoid business failure. This owes to the fact that it equips its recipients with skills for identifying the symptoms of business failure. Some of these symptoms include: declining sales, deteriorating working capital, declining profitand high debt ratio. With this information in mind, the entrepreneurs stand the chance of avoiding the failure of their businesses.
Conclusion
Business Education is a skill-based course which inculcates entrepreneurial skills in the recipient. Entrepreneurship on the other hand, deals with creative identification and utilization of business opportunities. This paper establishes that Business education has the potentials of promoting entrepreneurship, since it could lead to the acquisition of skills for identifying viable investment opportunities, proper marketing, financial management, proper management and avoidance of business failure. The implication of this work is that, for country to encourage entrepreneurship, reduce unemployment and help the practicing entrepreneurs to be successful and achieve the aim of making their ventures to be going-concerns, Business education should be taken serious and highly encouraged; otherwise, the desire of country to encourage self-employment through entrepreneurship may end up as a mirage.
Recommendations
Based on the presentation so far, as well as the conclusion drawn, the following recommendations are suggested as the way forward:
Youth should be encouraged to study Business Education. Our youths should be stimulated to study Business Education. This could be done through career counselling both at home and school as well as creation of awareness through the National Orientation Agency (NOA). The essence of this is because Business education could lead to the production of high level and competent entrepreneurs. These people would also be able to encourage other people to venture into entrepreneurship and turn country for better.
Only business educators should be allowed to teach Business Education Teaching of Business education should be left exclusively to the business educators. This is because, by their training and orientation, they are in better positions of inculcating entrepreneurial skills in the learners.
There should be adequate funding for Business Education Business education is a skill-based course which requires a lot of money for the purpose procuring the requisite teaching materials. To ensure that the society reaps from its benefits, it should be adequately funded by the stakeholders. These stakeholders are; government at all levels (Federal, State and Local), corporate organizations, Non-Government Organisations (NGOs), philanthropic individuals and the Parents-Teachers’ Association (PTA).
Entrepreneurs that lack Business Education skill should be encouraged to acquire the skills. The entrepreneurs that lack Business education skills should be encouraged to acquire the skills.
Education skills could be acquired through seminars and workshops to be organized by the aforementioned agencies of the government, NGOs and professional bodies
WHY LERNER’S THINK BUSINESS EDUCATION IS IMPORTANT
Shalini. S. S
BharathaMatha College for Women
ABSTRACT Today’s business world is becoming more competitive and complex. Survival of the business in the market has become a greatest challenge for the business men. The change in the technology, technique and in the system is bringing change in the way of conducting business. In order to update the business, it is necessary to give proper education in training to the businessmen. Even if a businessman has highly developed business skills honed through years of experience in his field, still he may be having gaps in his understanding. So taking a few classes to shore up the skills in a particular area is always a good idea. Successful individuals in the business environment usually have a mix of education and experience relating to business concepts and principles. Business education involves teaching students the fundamental theories and processes of business. Entrepreneurs are not “born”, rather they “become” through the experiences of their lives (Albert Shapiro, The Ohio State University). Through effective business education, people can access the skills and knowledge needed to start and grow a new business. But, business education does not just contribute to new business starts. Communities who embrace business education also find that student perform better in schools, and that a school’s overall performance also improves. The study explores the importance of the business education for learners and also the objective, type of education and the method of business education. The study takes a descriptive approach of analysis. The researcher summits the business education initiatives taken and provides suggestive direction for enhancement of effectiveness. Key words: Business Education, Experience, Technology.
INTRODUCTION Today’s business world is becoming more competitive and complex. Survival of the business in the market has been the greatest challenge for the business men. The change in the technology, technique and in the system is bringing radical changes in the way of conducting business. In order to update the business, it is necessary to give proper education and training to the businessmen. Business has been considered the backbone of economic development. It has been well established that the level of economic growth of a region to a large extent, depends on the level of business activities in the region. The myth that entrepreneurs are born, no more holds good, rather it is well recognized now that the entrepreneurs can be created and nurtured through appropriate interventions in the form of proper education, training and support systems. Entrepreneurs are not “born”, rather they “become” through the experiences of their lives (Albert Shapiro, The Ohio State University). Through effective business education, people can gain access to the skills and knowledge needed to start and grow a new business. But, business education does not just contribute to new business starts. It has also been found that in communities who embrace business education students perform better and a school’s overall performance also improves. The business education program builds a strong foundation for those who wish to move on to business areas. It also provides practical skills for those who wish to move directly into the workplace. Business education programs provide rich opportunities for relevant, real world learning experiences. These programs provide pathways to specific apprenticeship and workplace
destinations along with valuable information and connections that help them to explore potential work and business opportunities. WHAT IS BUSINESS EDUCATION? Business education involves teaching students the fundamental concepts and theories and process of business. Education in the field occurs at several levels, including secondary education, and higher secondary education or university education. Education in business equips one with the essential skills, accounting, ethics, finance, management, organization, and human resource development which will translate seamlessly to the demands of particular interest. SCOPE OF BUSINESS EDUCATION Business education that is geared toward high school students serves as a general introduction to available careers and success in the workplace. Undergraduate business education courses for non-business majors teach students to communicate effectively across diverse disciplines and may include coursework on interpersonal communication, general accounting and finance and business writing. Coursework for business majors and graduate business students focuses on management styles, organizational management, risk management, and advanced accounting and finance. At this level, education equips the student to thrive in a corporate environment, especially as part of a management track. Traditional academic programs for business education include college courses that teach students the fundamentals of management, marketing, business ethics, accounting, and other relevant topics. These have been supplemented in recent years with extensive course offerings in computer skills, e-commerce management, and other factors in managing a business within the global economy. Students can earn degrees ranging from an associate degree in business to a Doctor of Philosophy. RELEVANCE OF BUSINESS EDUCATION It is believed that business education is a life-long learning process. As such, it can and should be integrated at all levels of our educational systems. A kindergartener, a budding high-tech CEO, and a retiree looking to supplement her income, should all have access to quality and tailored programs of business education. The idea of lifelong learning helps us envision the process of developing entrepreneurial skills through all educational levels. Business education means many different things to educators…from primary schools to the university, from career-technical education to a university MBA. At each level of education, we can expect different outcomes as students mature and build on previous knowledge. But the overall purpose remains to develop expertise as an entrepreneur that leads to successful, growing businesses in the future. The lifelong learning process proceeds through at least five distinct stages of development. It assumes that everyone should have opportunities to learn at the beginning stages. At later stages, resources are targeted to those who choose to become entrepreneurs. OBJECTIVES OF BUSINESS EDUCATION Business education, which encompasses several disciplines, enables people to think, speak and behave in ways that support the growth, efficiency and effectiveness of an organization or several organizations. Specific objectives vary by educational institution, specialty, and, in the case of corporate-sponsored training and education, an organization's values and mission. It educates for business and about business as well. Business Education is one of the most crucial factors that help to achieve the following goals: Gaining the knowledge of business concepts through the study of different business subjects.
Achieving business, financial, economical and digital literacy.
Developing technological skills which help in the overall productivity of the organization.
Developing in pupils an understanding of the role of business activities in the modern world.
Developing in pupils an awareness of the changing and integrated nature of business problems and an ability to explore and deal with these problems.
Developing in pupils the competencies and attitudes in playing the various roles in the business world.
providing students with a ticket of admission to a job where they could learn something about management.
TYPES OF BUSINESS EDUCATION Traditional academic programs for business education include college courses that teach students the fundamentals of management, marketing, business ethics, accounting, and other relevant topics. in business administration. Some programs may consist of class work only, while others—such as tech-prep and cooperative education programs, internships, and school-to work opportunities—combine academics with on-the-job training. Tech-Prep Programs A tech-prep program is a four-year planned sequence of study for a technical field which students begin in their junior year of high school. Co-op Cooperative education (co-op) is a program which offers students a combination of college courses and work experience related to their majors. Co-op programs are available in a wide range of business disciplines, e.g., information systems, accounting, and sales. Internships Internships are designed specifically to provide participants with work experience. Often, interns will complete the program separately from their academic setting, rather than combining the two. School-to-Work Programs School-to-work opportunity programs focus on career awareness for students. They provide participants with work mastery certificates and furnish them with links to technical colleges. In these programs, all participants have jobs, apprenticeships, or further schooling after finishing high school. Career Academies Career academies are occupationally focused high schools that contain "schools within schools." Primarily, they train high school juniors and seniors in such areas as environmental technology, applied electrical science, horticulture, and engineering. All of these types of business education programs provide participants with career paths for high-skill technical and professional occupations by formally linking secondary and post-secondary education, and by integrating academic and occupational learning.
IMPORTANCE OF BUSINESS EDUCATION FOR LEARNERS. Theoretical knowledge of business: Business education is concerned with the understanding and competencies needed by everyone; the knowledge, skills, abilities and attitudes that enable pupils to become worthy human beings and effective members of the business community. The business education provides learners with knowledge of the theoretical and practical aspects of the operation of the various types of
business organizations. It equips students with a vocabulary which enables them to talk with authority about subjects they understand. Practical exposure for learners: Business education along with theoretical knowledge of business provides practical exposure for learners which are very essential for beginners. It helps them to understand the concept of business and they can also experience the same in the real business world. Innovations and technology: Updating themselves to the latest technology is the hard task for the businessman. It is so because any change in the technology and any new innovation will not get communicated to the entire businessman. Therefore business education is one of the best mediums which update their information about recent innovations and technology. Better understanding of business environment: It helps them to understand the business environment better so that they will be having a better perspective in solving the problems. Business education inculcates the fundamental qualities needed for the proper management of a business. Therefore, the individuals can imbibe the quality to manage marketing, finance and production departments in a more organized way. Bridging the gap of understanding: Business education often helps in bridging the gap between experience in the field and the theoretical understanding. It fills the lacuna often created in the practical business world. Successful individuals in the business environment usually have a mix of education and experience relating to business concepts and principles. Educated individuals have innovative ideas to connect themselves with the probable audience. Hence, they take the message out in a far better way. Bring out the latent business capacities: Everyone has talent but it does not manifest until an effort is made to bring it out. Becoming a businessman is also a matter of skill. Business education can help in bring out the latent business capacities of a person by its theoretical, practical frame work. It gives students principles that would demonstrate their ability to withstand any amount of discomforting evidence. To become complete businessman:
A complete businessman is one who has proper education along with experience in business. Therefore taking a few classes to shore up the skills in a particular area is always a good idea. Overall, business education invigorates a sustainable development of a company in a planned way. Helps in communication: Communication is a very essential part of business. Business education helps learners to communicate effectively as writers, listeners and speakers in social and business settings. Career oriented: Business education is not just providing information or knowledge of the world business. It is also preparing learners to become entrepreneurs by drawing from their general understanding of all aspects of business. And it also develops career awareness and related skills which enables them to make viable career choices and become employable in a variety of business careers.
Work satisfaction Business Education makes a person knowledgeable. Without proper education, it always feels like missing one or the other thing in the business. Quality education gives a strong backbone and a kind of self-confidence to deal with the new things. Even if businessman feel they are experienced enough, joining any course would not only enhance their skills but also makes proficient and self-dependent. SOME OTHER FACTORS WHICH MAKE BUSINESS EDUCATION IMPORTANT A business cannot meaningfully survive in the market without proper and complete understanding of nuances of business education.
Educated work force is more effective and efficient in handling the business and to drive the business towards success.
Business education unveils many possibilities by which a business can expand its possibilities and capture hitherto unknown areas.
It helps in better understanding of the customer psychology and market trends there by providing opportunities to explore additional strategies.
Business education increases the standard of living by making the business man educated and also it helps in development of the economy as a whole.
CONCLUSION Business education is very essential for success of the business activity but it is also the back bone of the country’s economic development. By providing qualitative business education a country can bring drastic changes in standard of living. Business education is beneficial not only for the person-in-general but also for the organization hiring such a person. This is the reason why companies recruit employees, who have problem solving skills, knowledge of finance and economy with the added knowledge of the fundamentals of marketing and production. Hiring a business educated person give a qualified workforce to the business, often creating a competitive advantage over the rivals working in the same field. A business education improves your capacity to tailor your messages to distinctive sorts of groups of onlookers . SOURCES www.elasticmind.ca › 2009/04/21 › on-t...
familybusinessalliance.co.uk › blogpost Business education - Wikipedia https://en.wikipedia.org › wiki › Business... Importance of Management Education in India | Business Education in India m.indiaeducation.net › management › bu...
CHALLENGES INVOLVED IN BUSINESS EDUCATION TO FACE THE GLOBAL
COMPETITION-A STUDY
Spandana priya c.s
Jain University Email id: [email protected]
Dr. Munivenkatappa, Chairperson,
Smt VHD institute of home science. Email id: [email protected]
INTRODUCTION
“Education is not preparation for life; education is life itself-John Dewey”
Education is the process of facilitating learning, or the acquisition
of knowledge, skills, values, beliefs, and habits. Educational methods
include storytelling, discussion, teaching, training, and directed research. Education
frequently takes place under the guidance of educators, but learners may also educate
themselves.[1] Education can take place in formal or informal settings and any experience that
has a formative effect on the way one thinks, feels, or acts may be considered educational.
Business education involves teaching students the fundamentals, theories, and processes
of business. Education in this field occurs at several levels, including secondary
education and higher education or university education.
The business education landscape in India needs some soul searching. It is because post
liberalization the market economy has had a greater demand for educational institutions to
support a creative class but have they stood up to the challenge is a critical question that
requires scrutiny.
The rapid and ongoing developments in technology, and increased scope in markets that form
the competition for business school graduates and business enterprises, provide fertile ground
for ongoing research and the development of business models that can leverage potential
arbitrage situations that lead to competitive edge.
Future of Indian business education
India, the world’s second-most populous country, is the world’s largest provider of
management education. A number of business schools offer substandard education, and
smaller institutions struggle to stay afloat. A quarter of business schools in India take in fewer
than 60 candidates in each annual cohort, a class size that AIMA, the All-India Management
Association, a national management-education industry body, calls “abysmally low”.
Business management schools in India are relatively of recent origin started not more than
four decades ago. Apart from Indian Institutes of management and a few Indian institutes of
technology offering specialization in industrial management/economics at the post-graduate
level, there was scarcely any recognized business school till the mid-eighties
Today educational institutions in India have grown to a greater extent, where they are
catering to the needs of global environment.
EDUCATIONAL QUALITY AT RISK
Indian educational industry has grown enormously. It has spread its branches all over and
captured large number of students all over the globe.
The variety of courses and curriculum offered with the alliance of different institutions,
across globe has created a huge impact on global arena. At present business management
education is perhaps the most commercialized of all the higher education programs in India,
what with glossy advertisements in the media / websites / publicity brochures and tall claims
made by every business school - both branded and mediocre - regarding the infrastructure,
faculty, program package, industry placement, on campus recruitment, tie up with overseas
universities and foreign 'education' tours. The mushrooming of business schools, especially in
the private sector, consequent upon the liberalized recognition policy of the government and
the malleable affiliation procedures of the local universities or, for that matter, of even the
national affiliating bodies, have left the standard and quality much to be desired.
Objectives of the study
1. To understand the importance of Business Education in India.
2. To know the various requisites to face global competition.
3. To check if the present business education in India is able to face the global
competition.
Methodology of the study:
The present study is descriptive in nature; the data of this study were obtained from the
secondary sources. The secondary data has been collected from the various references which
are already existed in published form.
Review of Literature
1. Lana S Nina, in their paper titled, “Literature Review of Challenges in Business
Education”, studied that, the gaps in the scholarly research and to select appropriate
theoretical frameworks as a foundation for further investigation and analysis. In the extant
literature, various scholars enumerated the problems that weigh upon business education,
economically, ideologically and technologically (AACSB, Wilbur, 1984). Some of the
challenges have been historical, dating back to the early 20th century when business schools
started to form under the influence of market forces (Pierson, 1959; Porter, McKibbin et al.
1988); other challenges have resulted from the evolution of business in the last century which
has directly affected the growth in business education.
2. M. Devaraj & M.V. Srinivasagowda, in their article, Review of Business Education in
India - A Perspective, proved that the mushrooming of business schools, especially in the
private sector, is a consequence of the liberalized recognition policy of the government and
the malleable affiliation procedures of the local universities or, for that matter, of even the
national affiliating bodies, have left the standard and quality of education much to be desired.
There seems to be lot of money that can be mopped up by every business management
institute from the anxious students who are keen to get the much sought after MBA degree at
any cost
3. John Aubrey Douglass and Richard Edelstein in an article titled, THE GLOBAL
COMPETITION FOR TALENT, they proved that there clearly are a complex set of
variables that will influence international education and global labor markets, including the
current global economic recession. Ultimately, however, we think these factors will not alter
the fundamental dynamics of the new global market, which include these facts: the
international flow of talent, scientific or otherwise, is being fundamentally altered as nations
invest more in educational attainment and human capital; the US will continue to lose some
of its market share over time — the only question is how quickly and by how much; and
without a proactive strategy, nations such as the US that are highly dependent on global in-
migration of talented students and professionals are most vulnerable to downward access to
global talent, with a potentially significant impact on future economic growth. This study
provides data on past and recent global trends in international enrollment, and offers a set of
policy recommendations for the US at the federal, state, and institutional level.
4. Mohammad Ayub Khan in his article, Diverse Issues Facing the Business
Management Education: A Conceptual Journey. This paper is based on the extensive
literature review that exists in the field of business and management education. This paper
analyzed theoretically the impact of diverse issues that concern the current education
institutions and educational programs thus providing a theoretical foundation for rigorous and
quantitative studies in the future. Research methodologists appreciate the role of literature
review based studies in establishing the need for further research while broadening the
horizons of the researcher and preventing the researcher from conducting research that
already exists.
5. Diana Kao & Tony Mao, in their article A Framework for Aligning Business
Education with Dynamic Changes in Global Competition, emphasized that the increasing
complexity and changing dynamics in the business environment caused is by accelerated.
Globalization and have made it difficult for business schools to determine how to incorporate
these changes in their curriculum. Teaching general phenomena in this new global
environment is inadequate to prepare business graduates to be globally competitive. Business
schools should design customizable curricula to assist students in identifying and learning
critical skills, knowledge and attitudes to compete in their targeted global markets. A
conceptual framework for aligning business education with changes in the global
environment to effectively prepare students to be competitive in the global markets is
proposed.
RESEARCH METHODOLOGY
This paper mainly concentrates on the current empirical work on Business education and
global competition. It discusses the state and importance of present Business education in
India. The data of this study were obtained from the secondary sources. The secondary data
has been collected from the various references which are already existed in published form.
� Role of Business Education in India
Business Education is one of the most vital parts of being successful in business. Any
management or business curriculum programs will definitely aim at producing highly
qualified professionals, successful entrepreneurs, emerging managers and executives to build
a future nation. Educational institutions with this perspective every year produce Graduates
and undergraduates.
Business education is beneficial not only for the person-in-general but also for the
organization hiring such a person. Hiring a business educated person give a qualified
workforce to the business, often creating a competitive advantage over the rivals working in
the same field. Following are some of the benefits created by Business education to the
society as well as the entrepreneur.
1. Business education develops Finance and Management skills: Finance
management is one of the important parts of managing and using a business’
resources. Business education imparts education about handling finances in a cost-
effective manner.
2. Business education creates leaders and not followers: The course and area of
interest students joins gives them a better idea about their future prospects.
3. Improved Communication skills: Improving Communication skills is one of the
main reasons to join courses of Business Education. Communication is very important
to generate new customers, retain old customers, and contact already existing
customers. Business Education helps an organization to develop skills to customize
messages according to the needs and requirements of the customers.
4. Improved Sales: Business Education improves sales by improving the
communication techniques. Most of the people use different types of techniques to
generate more leads, Business education teaches right skills and allow people to
effectively use those skills that can help a business generate more leads.
5. Work satisfaction: Business Education makes a person knowledgeable. Without
proper education, you always feel like missing one or the other thing in your
business. Quality education gives a strong backbone and a kind of self-confidence to
deal with the new things.
6. Creates Awareness: Business education helps people learn from the experiences of
an entrepreneur who started from scratch and are now millionaires. Such an
education teaches about common practices that an individual should do and avoid in
order to smoothly run his or her business.
Indian education system gives more preference to the quality of education, and also
believes in sharing knowledge to various sectors of the society, without
discrimination, by providing free education and other related benefits to pursue and
excel in education.
� Importance of global competition
1. To increase productivity
2. To encourage FDI’s
3. To increase the living standards.
4. To maintain the balance of trade between import and export of an country.
5. To gain macroeconomic stability.
6. For the economic development of the country.
In order to have a global competitive edge, today’s Business Education has to cope up
with various obstacles and problems faced in educational industry. Some of them are;
� The course and curriculum of the programs offered should be globally accepted.
� The business education should not only stick on completely towards theoretical
aspects with regard to books, but also give more significance to application based
teaching.
� Undergraduate and Post Graduate programs should get alliances with different
professional bodies, which are globally accepted, an implement such courses into
their educational institutions.
� Business education should also give more importance in implementing extra
courses such as foreign language programs, soft skills training, spoken and
written communication skills, culture training etc, has to be taught.
� More knowledge enhancement education should be taught in institutions to give
application based academics such as experiential learning to live and experience
the real world tantrums.
� Is Indian Business Education ready for Global Competition?
In India, every month, a million Indians become age-eligible to join the workforce.
However, due to archaic system of education and lack of access to education, people still
face challenges in the Indian job market.
Business Education through public-private partnerships is the first place India can invest
in to cultivate a strong talent base. Other bold initiatives are essential to better position
India as a place to design, develop and manufacture innovative products. Significant
infrastructure development, policies to incentivize more foreign business investments,
efforts to make it easier to do business in India, and actions to promote exports and build
domestic capacity would likely also enable India to be more competitive.
Indian business education has paved way for increased entrepreneurship, incubating
innovation and creativity, growing B schools and management professional bodies.
Conclusions
Education and research are key elements in the formation of the global environment, being
foundational to knowledge, the take-up of technologies, cross-border association and
sustaining complex communities.
The recruiters who hire management graduates come mostly from the large companies
and the accountants, bankers, and consultants that serve them. Since the early 90s, there has
been considerable increase in the number of people employed by these firms resulting in
many fold increase in the real value of their assets and profits, and six fold increase their sales
The best professional schools teach their students how to learn from experience. In teaching
their students how to reason about markets and how to evaluate evidence, the schools equip
them to improve their own professional competence. The problems they encounter in the
performance of their jobs combine with the theoretical knowledge the business provide,
enrich it, and mold it into a powerful set of tools.
To be competitive in the global economy, our business, industry, and service sectors require employees to have world‐class academic, technical, and workplace skills and knowledge. To meet this expectation, our education system must provide compelling learning experiences that connect all students to adulthood, and domestic and global labor markets based upon a strong instructional convergence of academic, technical, and employability skills.
Bibliography
1. Priya, Ashutosh, 2007, Global World and Quality of Management Education in India.
2. Mohammad Ayub Khan, 2015, international journal of information and education
technology.
3. M. Devaraj & M.V. Srinivasagowda , JMSD, July-Sept. 2013
Websites
1. www.researchgate.net
2. www.emeraldinsight.com
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7. www.oecd.org
GLOBAL EXPOSURE TO LEADERS IN BUSINESS EDUCATION
SANDHYA PRSHANTH, [email protected]
GAYATHRI .H SWATHI R SAKETH,
THE NATIONAL COLLEGE, BASAVANAGUDI
ABSTRACT
New challenges in executive education are to develop responsible global business leaders. Outside
world is changing as educators of future leaders, one need to think about how these Changes can
equip students and young professionals. As our social media bringing people together, networking in
all its guises accounts 80% of managerial professional job sourcing internationally. In our paper we
have ventured to find out the challenges confronted under “GLOBAL EXPOSURE TO LEADERS IN
BUSINESS EDUCATION”.
KEY WORDS
Business education, internships, business expectations, educational requirements
OBJECTIVES
• To assess the awareness of global exposures
• To determine the expectation of global challenges
• To examine the relationship between the global and national leader
INTRODUCTION
The Global Business Leader: Practical Advice for Success in a Tran cultural Marketplace, the
hallmarks of leadership: openness, integrity, humility, a view of the present and the future, an
optimistic outlook, the proper use of authority, and an understanding of personal and organisational
objectives.
Global Leadership is the interdisciplinary study of the key elements that future leaders in all realms of
the personal experience should acquire to effectively familiarize themselves with the psychological,
physiological, geographical, geopolitical, anthropological and sociological effects of globalization.
Global leadership occurs when an individual or individuals navigate collaborative efforts of different
stakeholders through environmental complexity towards a vision by leveraging a global mindset. As a
result of trends, starting with colonialism and perpetuated by the increase in mass media, innovation,
(brought about by the Internet and other forms of human interaction based on the speed of computer-
mediation) a host of meaningful new concerns face mankind; consisting of but not limited to: human
enterprises toward peace, international business design, and significant shifts in geopolitical
paradigms.
LINOs aren’t very curious and they tend to surround themselves with people who look and think like
them. They don’t really want to engage, learn and listen.
LITERATURE REVIEW
There is no universal definition of leadership because leadership is complex and because leadership is
studied in different ways that require different definitions Leadership has been defined in many terms
such as traits, behaviour, influence, interaction patterns, role relationships, and occupation of an
administrative position (Most definitions of leadership reflect a process whereby intentional influence
is exerted by leader over subordinates to guide structure and facilitate activities and relationships in a
group or organization. Each definition differs in many respects and it reflects disagreement about
identification of leaders and leadership processes. Researchers use different phenomena to investigate
and interpret the results in different ways (Yolk: 1998).
There have been several studies investigating the relationship between cultures and leaderships. Also,
there have been confirmations that leadership styles differ by cultures. Recent literature in the
behavioural sciences appears to suggest that culture may play important and different roles in our
understanding of body of knowledge. For example, the place of study (Korea vs. the USA) for an
MBA degree appears to impact on the decision-maker’s managerial style the literature also appears to
imply that students’ perceptions toward various management issues significantly differ depending on
their religious background (Safranski and Kwon: 1990).
RESEARCH METHOD:
The present study is descriptive in nature. The data used for the study is collected from various
journals (National & International), books, newspaper, and web sources.
RESULTS AND DISCUSSIONS.
Awareness of global exposure:
Teaching children about global issues and encouraging them to see the world through other eyes is of huge importance, according to Campbell and a growing movement of internationally-minded educators. In an increasingly interconnected world, today's young generation need to learn be able to engage in communication with people from a wide range of different cultures and traditions, they argue. In many western societies we might be tempted to assume that being able to speak and understand more than one language is the exception. However, it is estimated that between half and three quarters of the world's population is bilingual to some degree. That's more than four billion people who understand that with different languages come different ways to interpret the world. Marcel Proust the French novelist observed that "the real voyage of discovery consists not in seeing new lands but in seeing with new eyes". He realised that by working with other people we learn about their cultures and become able to explore new ideas and prospects. Options that would not have occurred to us before stand out as obvious if we understand how other people experience the world. This is why; I believe, it is so important for students to have a deeper global awareness and understanding of other cultures. In my own experience, leaving my small town in southern Spain to explore Italy for two weeks during my sixth form opened up a whole new world. As I found myself immersed in a different culture, it struck me that Italians, previously perceived by myself as peculiar beings, were in fact the norm in their context and that I was the stranger. Students nowadays are more likely to have travelled abroad by age of 16 and have easy access to a world of information through the internet. However, they still need to be guided through the process of discovery so that a deeper understanding of their own place in the word is developed. This is why fostering global awareness and international collaboration in our classrooms are so beneficial to our students. Schools understand this and have traditionally encouraged the need to put learning into context. The history trip to Berlin, the French exchange, the cultural visit to Andalucía, pen pal writing schemes and foreign language assistants who bring a little bit of abroad into our classrooms are just a few of the many examples of contextualised learning that we provide our
students. At my school we have three foreign language assistants and hold four foreign exchanges each year - in addition to a range of cultural trips abroad. However, in today's increasingly interconnected and globalised world, tradition is being supplemented by new and exciting ways to bring the world into our classrooms. Modern means of communication such as social networks and video conferencing can ensure that our students experience foreign cultures with unprecedented ease. Global awareness and international collaboration during the formative year’s results in more rounded individuals, encouraging our pupils to see things from different perspectives and helping them to make informed decisions, acquiring transferable skills that will be useful to them and will remain with them for life. Companies cannot find enough applicants with the requisite skills to operate in an international market place, indicating that greater efforts by schools in fostering global awareness and international collaboration are needed to best prepare our students - and ourselves - for life in the 21st century.
Global Challenges in Business Education.
Factor One – Adaptability and Leadership (AL)
This first factor included a set of characteristics associated with the adaptability of the entry-level
managers to the organizational culture, and the way they can influence it
This factor included the characteristics below.
- Acceptance and willingness to work within the boundaries of the organizational culture-
Contribution to promote and to keep a good work environment.- Ability to overcome barriers or
limitations in association with performing the job.- Ability to maintain efficiency under time pressure
situations, disagreement, and conflict.- Acting with courtesy, cordiality and good sense.
Factor Two – Organizational Learning (OL)
This factor clearly underscored the importance of the organizational learning process, in relation to
the overall organizational performance. This factor included the characteristics below.- Ability to
acquire new knowledge quickly and understand the organization’s business environment- Personal
motivation to learn and to perform the job or task.- Openness to continuous learning and the search
for new ways to do things.- Ability to be self-motivated and to perform the tasks with enthusiasm.
Factor Three – Effective utilization of IT (EI)
This factor captured the importance of utilizing new information and communication know-how
within the boundaries of established organizational rules and procedures. This factor included the
characteristics below.-Total acceptance, respect and full execution of orders. - Ability to use new
information and communication technologies.
Factor Four – Timely achievement and responsibility (TR)
This factor emphasized the interaction between actions and responsibility. The factors included a set
of characteristics directly related to the decision making process of managers. It included the
characteristics below.
- Ability to live up to responsibility for the consequences of taken actions. - Ability to achievement
under time constraints.
Factor Five – Entrepreneurship and accountability (EA)
This factor emphasized the importance of entrepreneurship and innovation within existing
organizations. The factor included the characteristics below. - Having entrepreneurial spirit, and
generating innovative solutions to problems. - Awareness of impact of decisions
To examine the relationship between the global and national leaders.
Global Expatriate Leader
Several aspects of leadership behaviour of Global managers are disclosed. According to the research results, Global managers overall have good communication skills. They communicate well with their subordinates and understand what is communicated to them. They are very high achievement oriented and concerned for the task objectives, set challenging goal and assumed responsibilities for solving task-related problems. Also, Global managers are quite decisive decision makers, often clarify reasons and train involved and empowered followers to make efficient decisions. Global managers are highly clear in idealized vision and future oriented and also highly concerned for their subordinates by training their followers for today jobs and preparing them for future jobs. In addition, they also trained them to work more effectively and efficiently and intensively provided feedback for their followers and their feedback identified ways to improve their followers’ performance. Global managers highly motivate their subordinates to work harder by stating clearly what the desired performance is and is not. They often work with their subordinates to improve followers’ performance and provided training, developed skills, scheduled works and set performance goal for their followers. Lastly, Global managers viewed their leadership behaviour to be effective and suitable context. Their leadership behaviour is well accepted and respected by National or local followers therefore followers’ performance overall is improved because of their supervision.
National or Local Expatriate Leader
According to the research results, National managers overall have good communication skills. They communicated well with their subordinates and understand what communicated to them. National managers are also very high achievement oriented and concerned for the task objectives, set challenging goal and assumed responsibilities for solving task-related problems. Also, National managers are a bit above average decision makers, usually clarified reasons and trained involved and empowered followers to make efficient decisions. National managers were clear in expressing idealized vision and future oriented.
Furthermore, national managers also concerned for their subordinates by training their followers for today jobs and preparing them for future jobs. In addition, they also trained them to work more effectively and efficiently and regularly provided feedback for their followers. Their feedback identified ways to improve their followers’ performance. National managers often motivate their subordinates to work harder by stating clearly what the desired performance is and is not. They work with their subordinates to improve followers’ performance and provided training, developed skills, scheduled works and set performance goal for their followers. They view their leadership behaviour effective and suitable with context and their leadership behaviour is accepted and respected by their followers therefore followers’ performance overall is improved because of their supervision.
CONCLUSION:
Business education remains the foundation of human resource development which provides knowledge, skills, attitudes and understanding needed to perform in the business world as a producer or consumer of economic goods and services that business offers. To ensure national transformation as being emphasized as slogan on daily basis, there is immediate need to tackle the challenges of business education programme headlong to pave way for the fulfilment of its roles in national life.
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een_practices_and_expectations
ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN
BUSINESS EDUCATION
Smt. Prathima B.J. [email protected]
VET First Grade College
Smt. Gowri Hebbar [email protected]
VET First Grade College
Abstract Technological change and globalization have created a new global economy. Information
and communication technologies occupying a complex position in relation to globalization.
The emergence of this new global economy has serious implications on the nature and
purpose of educational institution. This article discusses the roles of ICT in education. ICT at
present are influencing every aspect of human life. They are playing salient role in work
place, business education and entertainment. Many people recognizes ICT has catalyst for
change, change in working conditions, handling and exchanging information, learning
approaches and in accessing information.
This research paper found that, confront the integration of ICTs in education in the area of
educational policies, planning infrastructure and language. It discusses the role of ICTs,
promises, limitations and key challenges of integration systems.
The paper concluded that business education to be well equipped to anticipate and respond to
opportunities created by ICTs in order to participate productively and equitably in an
increasingly technology rich and knowledge driven world. The paper recommended among
others that the learning through ICTs should be used to promote the development of basic
skills, problem solving and communication skills and the professional development of the
teachers. Regardless of all limitations ICT benefits education system to provide quality
education in alignment with constructivism which is contemporary paradigm of learning.
Introduction
ICT is a force that has changed many aspects of the way we live. If we compare such fields as
medicine, tourism, travel business, banking sector and other fields, the impact of ICT during
past two to three decades has been enormous. But when we look at education there seems to
have been lack of influence and less change than other fields.
The knowledge based economy sets a new scene for education and new challenges and
promises for the education sector. The education is a prerequisite of the knowledge based
economy. Production and use of technology both require a more educated population and
workforce. So ICTs are powerful tool to gain knowledge, information and fundamental aspect
of education process.
There have been number of hurdles for adopting ICT in education field such as lack of
funding to purchase technology, lack of training among teaching faculty, lack of motivation
among teachers to adopt ICT as teaching tools. In recent times so many factors strengthened
and encouraged more to adopt ICT in to classrooms and learning settings.
Purpose of implementation of ICT
The main purpose of implementation of ICT in education is to provide the prospectus and
trends of integrating information and communication technology to the educational activities.
ICT has been developing very rapidly now a days. Therefore, in order to balance it the whole
educational system should be reformed and ICT should be integrated in to the educational
activities.
The learning activities should be reoriented and reformulated from the manual source to open
source.
Conventional teaching has emphasized content. Teachers have thought through lectures and
presentations. To promote competency and performance ICT is needed, as it is concerned
more with how the information will be used than what the information is.
Effectiveness of ICTs in Education
ICTs are potentially powerful tool for extending educational opportunities, both formal and
non-formal, to previously underserved constituencies—scattered and rural populations,
groups traditionally excluded from education due to cultural or social reasons such as ethnic
minorities, girls and women, persons with disabilities, and the elderly, as well as all others
who for reasons of cost or because of time constraints are unable to enroll on campus.
• Anytime, anywhere. Online course materials may be accessed 24 hours a day, 7 days a
week. ICT-based educational delivery (e.g., educational programming broadcast over radio or
television) also dispenses with the need for all learners and the instructor to be in one
physical location. Additionally, certain types of ICTs, such as teleconferencing technologies,
enable instruction to be received simultaneously by multiple, geographically dispersed
learners (i.e., synchronous learning).
• Access to remote learning resources. Teachers and learners no need to depend on printed
books and other materials in physical media housed in libraries , available in limited
quantities for their educational needs. With the Internet and the World Wide Web, a wealth of
learning materials in almost every subject can now be accessed from anywhere at any time of
the day and by an unlimited number of people.
Advantages of ICT in Education
1. Promotes independent learning in students The internet is a treasure of information. Practically anything you need to know can be found online. Although there is a question of the credibility of the source and the data provided, it can still serve as an educational resource for students. Even without assistance from parents and teachers, students can just look up their lessons online.
Unlike regular textbooks, electronic books and web-based content are updated in real time, feeding students with the most current information they can get their hands on, helping them become more knowledgeable even outside the classroom setting.
2. Prepares students for the future From the way technological advancements are going, it is obvious that the future will be digital and technology-focused. If students are well-versed on using technology to collaborate and communicate as early as now, they will not have trouble fitting in, competing and finding jobs in the future. Being familiar with using at least one form of technology at an early age will help them become comfortable to using it.
3. Has the potential to lower textbook and tuition prices
It is possible that students may no longer need to buy a textbook, if it is converted in to digital format.
The actual books can stay in the classroom, while the content is saved on student’s computer. Tuition
will also decrease when learning is done online, rather than inside the classroom. By taking out the
factors that contribute to a higher tuition fee, such as utility bills and transportation allowances of
teachers, the overall cost of education will be lower.
4. Allows teachers to create an exciting way to educate students
Gone are the days when the only tools for teaching are limited to books, a blackboard or
whiteboard and a chalk or markers. With technology integrated to education, teachers can now
incorporate images, videos and other graphics when delivering lessons. Specific websites, apps and
programs will also eneble teachers to vary provide instructions. This creates an exciting learning
environment and promotes interest in education in general.
5. Encourages development of new teaching methods Rather than spend an hour, teachers and professors now have the option to use advanced teaching
methods such as podacasts, blogs and social media. When working with a particular group one-on-
one, teachers can take advantage of web conferencing technologies other online communication tools.
Technology also presents universal tools that enable teachers to educate all types of students,
including those who are struggling or have special needs. These include voice recognition, text to
speech converter, translator, volume control, word prediction software and other assistive
technologies.
Disadvantages of ITC in Business Education
1. Results in a lack of interest in studying Because everything is now accessible online or through data saved in a computer or mobile
devices, students are likely to develop poor studying habits and a lazy attitude towards education.
Some of them may even think they can skip classes because they can find answers and lessons
online. They may not want teachers when they get information easily through internet. This can
also lead to students forgetting the basics of studying. They would rather rely on computers and
the internet, instead of their books and input from their teachers. Most of them will misspell
words because they often use spellcheckers. Rather than solve mathematical equations the
traditional way, they would seek assistance from computers or look for the answers directly
through search engines. When it is time to take the tests in the classroom and without any form of
technology, students are likely to fail.
2. Makes students vulnerable to potential pitfalls While computers prove to be an invaluable educational tool, it can also be a source of problems.
This is especially true for students who lack the skills needed to maximize devices
functionalities. Technical problems and computer malfunctions can causeless of assignments and
other materials resulting in high level of stress those students would rather not experience. Difference
in interest speed and devices capabilities can also lead to certain difficulties that will de-motivated
students. Add to this other things that they will discover online ,which are completely unrelated to
education and they will be discover online, which are completely unrelated to education, and they will
be distracted to no end.
3. Negative views on technology Consumerism has taught us that technologies .from computers to mobile devices are widely
viewed as tools tom entertain rather than educate. Textbooks ,on the other hand are seen as tools
for learning. So, between a textbook, students are likely to gravitate towards learning when
reading a book, while they are likely to use a tablet to play games or spend time on social media.
4. Raise instructional challenges For professors and teachers to stay abreast with technology, they may need to be retained. Those
who have been teaching all their lives using traditional methods may not be very susceptible to
the changes being applied. They may even see it as a threat to their job security and shun
technology altogether. In fact a majority of teachers believe that constant use of digital technology
is affecting a student’s attention span and his ability to persevere when a challenging task is
thrown his way. Although such belief is subjective, scholars, experts and teachers all agree that
technology has changed the way students learn.
5. Can diminish overall value of in-person education Although research on online learning did not establish a direct link to how personal interaction
affects students performance, data gathered did show that those who enrolled in online courses
have higher chances of failing , dropping out of classes, and are less likely to benefit from them.
This may have something to do with the fact that lessons delivered online or through digital
resources lack the face-to-face interaction between teacher and student that provides a more
personal experience.
6. Plagiarism Apart from Web sites that claim to help students write term papers, there are numerous cases of students downloading information from the Net and turning them in for grades. We can minimize this problem by requiring students to cite research sources.
The Promise of ICTs in Education
1. For developing countries ICTs have the potential for increasing access to and improving the relevance and quality of education
2. ICTs greatly facilitate the absorption of knowledge, offering opportunities to enhance educational systems, improve policy formulation, and widen the range of opportunities for business
3. ICTs are a potentially powerful tool for extending educational opportunities, both formal and non-formal. Anytime, anywhere,. may be accessed 24 hours a day, 7 days a week.
4. Ability to be creative in problem-solving and logical thinking. 5. Effective Communication ability to work in a team, Ability to have the
competency in conveying, transmitting, accessing and understanding information, Ability to apply what they learn in the classroom to real-life contexts to create relevant and high-quality products.
6. ICTs can improve the quality of education by increasing learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training
7. Motivating to learn ICTs such as videos, television and multimedia computer software that combine text, sound, and colorful, moving images can be used to provide challenging and authentic content that will engage the student in the learning process
8. ICTs have also been used to improve access to and the quality of teacher training. 9. Through ICTs. Active learning, Collaborative learning, Creative Learning,
Integrative learning and Evaluative learning is possible. 10. For developing countries ICTs have the potential for increasing access to and
improving the relevance and quality of education. It thus represents a potentially equalizing strategy for developing countries.
However, the reality of the Digital Divide—the gap between those who have access to and control of
technology and those who do not—means that the introduction and integration of ICTs at different
levels and in various types of education will be a most challenging undertaking. Failure to meet the
challenge would mean a further widening of the knowledge gap and the deepening of existing
economic and social inequalities.
Challenges to Using ICT in Education
While using ICTs in education has some obvious benefits, ICTs also bring challenges. First is the high cost of acquiring, installing, operating, maintaining and replacing ICTs. While potentially of great importance, the integration of ICTs into teaching is still in its infancy.
Introducing ICT systems for teaching in developing countries has a particularly high opportunity cost because installing them is usually more expensive in absolute terms than in industrialized countries whereas, in contrast, alternative investments (e.g. buildings) are relatively less costly (UNESCO, 2009).
The four most common challenges in introducing ICTs into teaching are i) installing learning technology without reviewing student needs and content availability; ii) imposing technological systems from the top down without involving faculty and students; iii) using inappropriate content from other regions of the world without customizing it appropriately; and iv) producing low quality content that has poor instructional design and is not adapted to the technology in use (UNESCO, 2009
Also since not all teachers are experts with ICT they may be lax in updating the course content online which can slow down the learning among students.
• The potential of plagiarism is high as student can copy information rather than learning and developing their own skills.
• There is a need for training all stakeholders in ICT. • The cost of hardware and software can be very high.
Conclusion
The increasing use of information and communication technologies has brought changes to teaching and learning at all levels of higher education systems leading to quality enhancements.. The use of ICT in education not only improves classroom teaching learning process, but also provides the facility of e-learning. ICT has enhanced distance learning.. It is important that teachers or trainers should be made to adopt technology in their teaching styles to provide pedagogical and educational gains to the learners. Successful implementation of ICT to lead change is more about influencing and empowering teachers and supporting them in their engagement with students in learning rather than acquiring computer skills and obtaining software and equipment. ICT enabled education will ultimately lead to the democratization of education.
In sum, not all lessons can be incorporated into the Internet. In teaching using the Net, we have to convince that using the Net adds something new, some real value to our teaching. But also, students should be trained to use the available technology efficiently.
References:
https://verykaka.wordpress.com/2008/07/25/the-role-of-ict-in-education-sector/
Jul 25, 2008 - THE ROLE OF ICT IN EDUCATION SECTOR By: Saverinus Kaka, S.Pd.
www.academia.edu/.../THE_IMPACT_OF_INFORMATION_AND_COMMUNICATI...
CHAPTER ONE INTRODUCTION Background of the Study Information and Communication
Technology (ICT) plays a crucial role
www.ajol.info/index.php/ejesc/article/viewFile/73521/62437
by F Mikre - 2011 - Cited by 75 - Related articles
pubs.sciepub.com/education/3/7/9/
by HO Ali - 2015 - Cited by 1 - Related articles
pubs.sciepub.com/education/3/7/9/
by HO Ali - 2015 - Cited by 1 - Related articles
The findings indicated that ICT education at the basic level of our education ...
wikieducator.org/Need_and_Importance_of_Information_Technology_in_Education
Aug 28, 2009 – Need
ict-adv-disadv.blogspot.com/
/the-promises-of-icts-in-education
Oct 17, 2011
BUSINESS EDUCATION, CHALLENGES, BENEFITS AND DRIVERS OF SUSTAINABLE
TOMORROW - A STUDY
Yadunandana H.C [email protected]
Mysore University
Mrs. Deepika M.
Osteen College, Bangalore
Abstract
Business has no boundaries today and the concerned in the area of higher business education are required to update the universities and B-schools imparting higher education. Managements and organizations are now forced to understood the emerging trends in the global context and suitable strategies with full of skill oriented approaches are essential to handle global competitive business performance.
Universities play a vital role in the all round development of human potentials. Now-a-days there is a greater need to equip B-schools for a better tomorrow. Business education at the global level should aim at developing high quality knowledge of technical capabilities which contribute to the nation in facing the changed global scenario. Higher business education should provide innovations, social development and eradication of poverty and hunger.
Education is a powerful tool that can transform the entire society leading to improvisation of social standards and upliftment of everybody with assured returns. No country can develop without a clear and suitable education policy. If sustainability is necessary and wanted to achieve the existing available human resources in our country with highest technical manpower should be effectively utilised. Sustainable higher business education emerged at global level on account of responsible calls by different universities to lead society towards sustainable tomorrow.
Science and technology made the present world to undergo a sea of change. Higher business education today is capable of building powerful democratic society through improving organisations ability to cope with change and to improve their problem solving process. Therefore the benefits of higher education can be effectively transformed for a better sustainable tomorrow.
Keywords: Liberalization, support, challenges, awareness, factors of sustainability
Introduction:
Higher education is a system which provides better knowledge and standardizes the life of students who are taught by a set of highly qualified teaching faculty. Higher business education transforms the people into better human resources quality wise in order to suit the present need of the society. Education and society is strongly interlinked and education is a catalyst that transforms the entire society.
Quality and sustainability the enduring factors of higher business education are like Siamese twins that cannot live one without the other. Innumerable factors are influencing sustainability. These factor may be, (1) college culture and interaction, (2) Soft skills development, (3) Participation in joint international projects and going on study mission, (4) Global altogether and classroom learning etc.,
Higher business education is needed in order to support a better tomorrow. Internationalized of higher education is influenced by internal and external factors. The external factors like changes in labour market, skilled workers availability, culture and business methods across the globe. Education provides individual a better sight which can be used to support the society in future.
Rationale of the study
Education is an index of human development. It is a dynamic force which influences an individual and society. In the history of mankind throughout the ages the very idea of education has been that it is a source of illumination and ensures the man to view the present in the light of past. The fruits of better higher education should be transferred for a sustainable growth of society in future. Demographic changes, globalisation, expectation, advancement in the civilisation, exchange of views etc. made the necessity of transforming the skills of higher education for a sustainable tomorrow. Innovative changes are taking place across the globe and these changes certainly bears a relationship with society. These changes must be driven only to the development and sustainability of “society tomorrow”.
Academicians, universities, teaching faculty plays an important role in the all round development of human potential. At the global level every nation struggles hard to develop education institutions to build a better further society. The contributions of experts in this field accelerate the pace of growth of higher education and fruits of higher education should be shared by one and all in the future.
Objectives of the study
(1) To know the level of awareness of challenges of higher education in emerging economics to face global competition. (2) To study the need for transforming higher education for a sustainable tomorrow. (3) To study the drivers of sustainability.
Hypotheses
1) Respondents in the study area are aware of challenges of business education. 2) There is a necessity of transforming business higher education for a sustainable tomorrow. 3) There are no drivers of sustainability of business higher education.
Research Methodology
Source of data Primary & Secondary Sources Sampling Technique Convenient Sampling Techniques Universe Bangalore Sample Respondents 100 respondents Data Collection Questionnaire Quantitative Techniques Performed Chi-square, Likert, ANOVA Date of commencement and closure 15 Jan. 2017 to 30 Jan. 2017 Total questionnaire received 125 Rejected (incomplete) 25
Review of Literature
Siddarthan (2014) stated that commercialization of research output and for fruitful collaboration with the industry, the government pass a set of new legislation that enhances freedom to the universities and grant intellectual property to the faculty that created the property. Further he has expressed that India introduce as quick as possible university reforms to reap benefits from Research and Development.
Shabandu S. Shukla (2013) is of the opinion that Indian Management institutions should internationalize their approach of equip students to become global managers. At the same time, Indian
business school should take care to ensure that their courses had enough local content so that students could relate to them easily.
Prafulla Kumar Das (2013) expressed that development of higher education has been accorded priority as the society bearers increasingly knowledge based. Its progress has become essential to educate and train responsible and enlightened citizens as well as qualified specialists for overall progress of the society.
Richard Eviritt (2014) is of the opinion that the need to enhance the employability of graduates is presenting entry points, for collaboration in enterprise education and entrepreneurship, links with industry, research skills and the wide range of tangible skills, including English.
Archana Krishan (2011) expressed that institutions must ensure good quality of time and money denoted to improving the quality of service deterred to its customers. Academic salaries, teachers accountability and create a dozen or more universities that can compete internationally to fully participate in the new world economy.
Lynne Helsop (2004) has examined the finer aspects of higher education in India and also analyzed the pros and cons of international cooperation and collaboration in global education. The authors found that India has a low rate of enrolment in higher education at only 18% compared with 26% in China and 36% in Brazil. Further the author expressed that international collaboration in the arts, humanities and social science is generally lacking and there is an anxiety about recent neglect of these disciplines in India
M. S. Rao(2010) expressed right education makes the people build character, values, ethics and prepares the society and country as a whole to catch up with the rest of the world. Further, the author expressed that right education is the gift which he pass on to our next generations.
Gautom G. Sara(2013) stated that after liberalization considerable change has taken place in the business education in India with the Indian market becoming very competitive in every field. The author, further stated with an invitation many MNCs has been established in India resulted demand for professionals with skills management. Low quality of education at higher levels is becoming a cause of concern.
Survey Findings
Table-1 indicates the data on demographic profile of respondents in the study area. There are 70% males and remaining 30 are females. Age wise information reveals that 50 respondents are working in private sector, 20 in government service, 10 self employed, 5 business and 15 home maker. Further the table also reveals that 30 respondents each fall in the monthly income of Rs. 40-50000 and Rs. 50-60000. 15 respondents each fall in the monthly income group of Rs. 20-30000 and 60000 and above. Education data reveals that there are 30 graduate respondents, 20 post graduates and 10 professional and the rest 40 either PUC or 10th Standard. Education wise data reveals a strong base supporting the study.
Table-2 highlights awareness of challenges faced by business education scenario. 60 respondents are highly aware of the challenges faced in the higher education, 30 are aware and only 10 medium aware. Chi-square quantitative metric accept the null hypotheses and therefore it is concluded that the respondents in the study area are aware of challenges of higher education.
Table-3 shows has need for transforming higher education for a sustainable tomorrow. 60 sample respondents strongly agreed over the benefits justifying the need of transforming higher education for a sustainable tomorrow. 22 respondents agreed, 10 medium agree and 08 do not agree. ANOVA statistical metric fails to accept the null hypotheses and accepts the alternative and hence it can be
concluded here that there are benefits justifying the need to transform for a better support to the society.
Table-4 indicates data regarding drivers of sustainability i.e., supporting tomorrow. These drivers vary from business higher education brings equality to skill development. 55 are highly known about the drivers of sustainability, 35 are aware and only 10 not known. ANOVA quantitative tool fails to accept the null hypotheses and accepts the alternative.
Conclusion
In order to build a better sustainable tomorrow there is a greater need to harmonies the expectation of different stakeholders and business education production which is highly essential in today’s competitive corporate world. Existence of business education sector depends upon how well the higher education provides and supports sustainability meeting the stakeholder customer requirement on time with quality output. Institutions should build and support lifelong love for learning. The study highlights about drivers of sustainability and benefits of higher education. It also makes an attempt to study the level of awareness of challenges of higher business education.
References:
Richard Everitt.(2014). The future of higher education and opportunities for international cooperation, British Council, February, 2014. Siddharthan. (2014). Industry collaborations, Asian Experience, 2014. Shubendu S. Shakla. (2013). Management Education in India issues and concerns, International
Journal of Education and Gearing, 1(2), 15-26. Archana Krishnan. (2011). Quality in higher education: Road to competitiveness for Indian Business Schools, Quality in higher education: Road to competitiveness for Indian B. Schools, Opinion, 1(1). Prafulla Kumar Das.(2013). Revisiting MBA Education in India, Asian Journal of Management
Research, 4(1). Lynne Hestop. (2004). Understanding India The future of Higher Education and converging market economies - trends and prospects conference, Technology square, Atlanta, Georgia, USA on 7-11-2013. Rao, M.S. (2010). Challenges in Indian education system, Indira Management Reviews, July 2010, P. 38. Gautam, G. Saha. (2013). Management Education in India: issues, concerns, journal of information, knowledge and research in business management and administration, 2(1): ISSN-0975-671X, Nov. 11 to Oct. 12.
Table-1 : Demographic Profile of Respondents
Gender Resp. Agree Resp. Occupation Resp. Monthly Resp. Education No. of Income Resp.
(in Rs.)
Males 70 20-30 5 Govt. Service 20 25K-30K 10 10th Std. 15 Females 30 31-40 30 Private Sector 50 30K-40K 15 PUC 25 Total 100 41-50 45 Self employed 10 40K-50K 30 Degree 30 51-60 10 Business 5 50K-60K 30 PG 20 61&above 10 Homemaker 15 60K&above 15 Professional 10 Total 100 Total Total 100 Total 100
Source : Questionnaire
Note : Res - Respondents
Table-2 : Awareness of challenges faced by Business Education
Sl.No. Challenges HA A MA T 1. Inadequate and ineffective infrastructure 13 5 2 20 2. Teacher and student ratio 10 4 1 15 3. Academic and Administrative challenges 7 4 1 12 4. Mismatch between the number of universities 6 3 2 11 and students strength 5. Teaching digitalization is a challenge 7 6 1 14 6. Outdated curriculum 8 5 1 14 7. Choice based education style & challenges 9 3 2 14 Total 60 30 10 100
Source: Questionnaire
Note: HA - Highly Agree, A - Agree, MA - Medium Agree
Hypotheses
H0 : Respondents in the study area aware of challenges of Business Education Accept
Chi-Square Table:
Calculated value = 3.7656, Significance level = 5%, df = (r-1)(c-1) = (7-1)(3-1) = 6x2 = 12, TV = 21.026.
Decision
The calculated value being 3.7656 lesser then the TV = 21.026 with 5% level of significance with df = (r-1)(c-1) = 12, accepts the null hypotheses. Therefore it can be concluded that respondents in the study area are aware of challenges of business education.
Table-3 : Need for Transforming higher education for a sustainable tomorrow.
Benefits justifying the need SA A MA DA T Higher income with opportunity to work overseas 15 5 3 2 25 Better standard of living 9 4 2 2 17 Increased GDP rates 11 4 1 2 18 Eradication of unemployment, poverty 14 6 1 1 22 Better future prospects 11 3 3 1 18 Total 60 22 10 08 100
Source : Questionnaire
Note : SA - Strongly Agree, A - Agree, MA - Medium Agree, DA - Don’t Agree
Hypotheses
H0 : There are no benefits justifying the need for transforming higher education for a sustainable tomorrow Reject H0 : There are no benefits justifying the need for transforming higher education for a sustainable tomorrow Accept
ANOVA Table Source of Variation SS df ms F-ratio 5% F Limit (From the F Table) Between the sample 349.6 (4-1) 349.6/3 116.5333/2.15 =3 =116.5333 =54.20 Within the sample 34.4 (20-4) 34.4/16 F(3,16) =16 =2.15 =3.24 Total 384.0 (20-1)=19
Source: Authors Compilation
ANOVA Analysis :
The above ANOVA table reveals that the calculated value being 54.2 higher than the TV = 3.24 @ 5% level of significance with d.f. V1 = 3 and V2 = 16 fails to accept the null hypotheses and accepts the alternative. Hence it is concluded here that there are benefits justifying the need for transforming higher education for a sustainable tomorrow.
Table-4 : Drivers of sustainability
Drivers of sustainability HK K NK T Business higher education brings equality 10 8 4 22 Poverty & hamper eradication 12 10 2 24 Double Income 9 6 1 16 More global exposure 13 7 1 21 Skill level enhancement and migration 11 4 2 17 Total 55 35 10 100
Source : Questionnaire
Note; HK - Highly Known, K - Known, NK - Not Known
Hypotheses
H0 : There are no existence of drivers of sustainability in the study area - Reject H0 : There are existence of drivers of sustainability in the study area - Accept
ANOVA Table
Source of Variation SS df ms F-ratio 5% F Limit (From the F Table) Between the sample 211.6335 (3-1) 211.6335/2 105.8167/3 =2 =105.8167 =35.2722 Within the sample 36.0000 (15-3) 36/12 F(2,12) =12 =3 =3.88Total 247.6335 (15-1)=14 Source: Authors Compilation
ANOVA Analysis :
The above ANOVA table reveals that the F calculated value being 35.2722 higher than the TV = 3.88 @ 5% level of significance with d.f. V1 = 3 and V2 = 12 fails to accept the null hypotheses and accepts the alternative. Therefore it is concluded that there exist drivers of sustainability in the study area.
Knight, P., & Yorke, M. (2003a). Employability and good learning in higher education. Teaching in Higher Education, 8(1), 3–16. Nikhil Chandra and Alok Kumar,2011 “Employability Management: Is Higher Education In Crisis?” The Annals of The "Ştefan cel Mare" University of Suceava. Fascicle of The Faculty of Economics and Public Administration Vol. 11, No. 2(14), 2011