This PPT briefs us the basic drawbacks in Indian Curriculum of MBA education and hence what measure be taken to improve it by 2020 i.e., how curriculum be designed in B-Schools such that our demand of managers is increased worldwide

1. Case Study
MANAGEMENT EDUCATION: VISION 2020
MALAVIYA NATIONAL INSTITUTE OF TECHNOLOGY JAIPUR
Submitted By
Jasa Ram
Avinash Misra
Vijendra Jain

2. MANAGEMENT
A manager
should have
proficiency in
Knowledge of
functional
interdepende
ncies and
adaptability
Management
skills
Functional
knowledge of
a business
organization
Problem
analyzing
and solving
Inter-personal
skills
Self-
confidence
and
motivational
skills.
Entrepreneuri
al Skills
Drive to
succeed and
control with
initiatives
OBJECTIVE: “To find out the current scenario of MBA education in India
and to propose a solution such that it can be made more efficient for future
generation. Once our MBA education matches global standard the
demand of our managers will increase significantly in the world.”

3. MBA: CURRENT STATS
Management
college
No. of Intake Student
Educational
background
Student hire from b
school
Professional MBA
80969
94704
121864
149555
179561
235698
315000
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12
no of students
no of students
1132 1149
1523
2615
3500
2006-07 2007-08 2008-09 2009-10 2010-11
MANAGEMENT SCHOOL
MANAGEMENT SCHOOL

4. Functions Of B-school
 An important function is to
develop relevant
knowledge, serve as a source
of critical thought and inquiry
about organizations and
management
BUT  Most B-schools focus on marketing and
advertising.
 No. of B-schools is increasing-
1980: 4 B-schools were added
2000-2006: 169 B-schools were
added
BUT
 Not Cared about: Infrastructure &
Intellectual Capital
 Nobal purpose is gone and institutes has
become teaching shops without quality
faculty due to quick return on
investment.
 Currently: 30% shortage of qualified
faculty
By 2020: may reach to 50%
 AIECTE regulates the approval
of B- Schools.
 AICTE ensures compliance
regarding infrastructure, library
and laboratory facilities and
student-faculty ratio
BUT
 Corrupt approval of B-schools
 AICTE overlooks the indicators of quality
education.
 Only few region wise visits into B-schools.
 AICTE is concerned about compliance of
the regulatory norms and hence
governance and accountability do not
feature in its relations with the B-Schools.
Current Status

5. Current
Status
Bare
minimum
technology
use in
teaching
Routine
learning with
no Practical
implementati
on
Less women
oriented
Leadership
Less
responsive
managemen
t education
Minimum
interaction
with Industry
Lack of
specializatio
n in
particular
discipline
Current Status

6. Reviews From Different Committees
 Most of the management institutions have been neglecting research.
 Shortage of faculty and quality of faculty are the most critical aspects that need to remedy soon.
 Management institutions did not develop interactions with industry and this acted as a vicious circle giving
merely non- practical education.
 Management institutions invested very little for faculty development even though most of he committees
earlier had identified this as a major lacuna.
 In order to have a better global exposure, to suit the requirements of industry under
 There is a pressing need for globalization of management education
Reference:-
The Nanda Committee 1981, The Kurien Committee 1991, The Ishwar Dayal Committee 1995-2000, The Management
Education Review Committee 2003 .

7. TRADITIONAL V/S NEW
School must consider offering courses like :
 Logistics
 Agriculture management
 Co-operative Management
 Bank/Insurance management etc.
 Public administration
Apart from traditional courses like:
 Finance
 Human Resource
 Marketing
 Production Management
COURSES

8.  Only 5% of undergraduate students in the country want a master's degree
 MBA seats annually in India have tripled from 4,500 to as many as 3.6 lakh.
 Merely 10% of graduates from business schools manage to get hired by corporate
India.
 About 2,00,000 students choose to go Abroad every year.
 Brain Drain in higher education is also one of the reasons
 In Europe, one year MBA degree has already become the dominant form of MBA
training.
 Study estimating that 180 schools had shut down in 2012 and another 160 schools
offering MBAs were expected to close incoming year
 The management Institutions do not have culture that is supportive of
research(mainly 2nd tier college).
FACTS:- A tradition which is accepted

9. TIER II Institute
Admission
Academics
Management
Training
Case Study
Role Playing
Student Exchange
Program
Faculty
Written, GD, PI all conducted by institute teachers
All theoretical based with courses having no contact with real world
Once in a 2 year course for 45-60 days after end of I year.
No live projects! Only case study of decades-old problem
Hardly any opportunity given
Students do go to a reputed college for 2 weeks
Rare faculty visits from premier B-schools
Interview
Telephonic interview of students from two colleges
CAT, followed by written GD and PI
Basics of Finance, HR, Marketing and Accounting with practical touch
Once in a 2 year course for 45-60 days after end of I year.
Live case studies are provided
Various opportunities are given
Students are sent to foreign universities on a month long program
Faculties from foreign universities come and give lectures
TIER I B-schools

10. The supply-
demand gap
The low quality of
teaching and
learning
Constraints on
research capacity
and innovation
Need to broaden
the specialization
Distance Learning
MBA
Globalisation of
Management
Education
Faculty
Development
Programs
Uneven growth
and access to
opportunity
Internationalize
Management
education
Evening faculty for
working executives
Recognition of
Quality Faculty
CHALLENGES

11. Corporate Social
Responsibility
Anti corruption
education for MBA
Online
management
New millennium
Relation-ships
with industry
Ensure Quality
Faculty
Webinar
Responsive
management
Political
ideology
Education
should be
mandatory
Hiring best for
individual
discipline
Create an
independent
Institutional
mechanism
Need to broaden the
specialization(family
business
management
stream)
Promote Research
Culture
Develop reading
materials relevant to
Indian Context
Formation of All
India Council
Of
Management
Education(AIC
ME)
REFORMATION
IN B -
SCHOOLS

12. Current
Solutions
Quality
Education
Quality
Faculty
Link with
Industry
Indian
Approach
Mentoring
by other
Institutes
Various
Activities
Role Playing Industrial Visit
Social AwarenessLive Case Studies

13. References
 International Journal of Advanced Research in Management and Social Sciences ISSN: 2278-6236.
 2013 PRME SUMMIT – 5TH ANNUAL ASSEMBLY New Ways of Developing Leaders for The Future.
 Case study by Sabanci University School of Management “More women on boards for decision quality”
 Case study by Aalto University School of Business Improvement of “sustainability literacy” of first year business
students through innovative business partnerships.
 Case study by Aston Business School PRME “beyond the business school”.
 Case Study by Ash ridge Business School “Exploring how sustainability is being integrated into in-house
company leadership development programmes”.
 British Council Understanding India: The future of higher education and Opportunities for international
cooperation.
 The Global Forum of Responsive Education Management The Rio Declaration on the Contribution of Higher
Education Institutions and Management Schools to The Future We Want: A Roadmap for Management
Education to 2020.
 Emerging Issues in Management Education in India, VSRD-IJBMR, Vol. 1 (3), 2011, 164-176.
 Journal of Management & Public Policy Vol. 3, 2011 “Management Education in India : Issues & Challenges.”
 Management Education in India Issues and Concerns, International Journal of Education and Learning
Vol.2, No.2 (2013), pp.15-26
THANK YOU