Curriculum of many B-schools not in sync with industry expectations
NOT MOVING WITH THE TIMES Without valid and tested management theories and models that fit into the changing Indian context, management education seems to be less contextual in nature
Management education in India – which started about half a century ago – has made rapid progress over the past decade. Today, an MBA or an equivalent degree is looked at by many as a passport to a good career. The forces of globalisation and technological changes have made it difficult for organisations to survive in the competitive world. As a result, the significance of management education has increased manyfold.
However, at the same time, management education is facing a crisis of relevance on multiple fronts. With the on-going global economic slowdown, the hitherto followed management theories and models have lost relevance and legitimacy. Indian B-Schools mainly follow Western management pedagogy. The relevance of it to the Indian context was rarely questioned till recently. Without valid and tested management theories and models that fit into the changing Indian context, management education seems to be less contextual in nature.
One of the factors responsible for the current scenario is the ‘disconnect’ between industry and management schools. The MBA and PGDM curriculum in most management institutions is not in sync with industry expectations. Industry today expects management graduates to not only have conceptual understanding of the subjects but also possess the skills of problem-solving, decisionmaking and execution. Industry also expects management graduates to possess good ‘soft skills’. Unfortunately, management institutions have failed to deliver their promise of providing graduates who add value to the organisation.
The existence of high quality management institutes is highly dependent on a close as well as active interface with industry. The interface may be assessed by taking into consideration executive and management development programmes organised in close collaboration with industry for top and middle level of executives; top industry professionals visiting the management institutes; faculty members continuously engaged with industry in writing cases, conducting consultancy projects; and, most significantly, industry chairs instituted for distinguished professors. Two-three industries may come together to fund research projects of common interest. The problem of faculty shortage may be addressed by offering a bridge course to industry professionals by offering transition programme (industry to academia).
The time has come when business schools need to integrate technology significantly in their programmes. Students today are far more tech savvy and access information from different sources in real time. The expectation of the students is a higher value addition from the faculty than just the repeat of information that they already know. Hence, the B-schools and the faculty will need to invest in additional research and conceptualisation. They also need to encourage students to participate in knowledge creation. Exercises that involve students using information and tools available on the web can make the class interesting and also develop knowledge which is relevant and applicable to the contemporary world.
Integration of technology can include the use of learning management software, such as Moodle and Blackboard. Providing access to digital databases through shared platforms can help students access data in real time at the lowest cost. The challenge today for B-schools is to develop a technology solution which is affordable, scalable and effective. Sharing of resources can, therefore, enable business schools to derive economies of scale and thus reduce the cost of use for their students.
MOOCS, Internet of Things, and Cloud Technology can help business schools develop short term programmes/courses for several niche requirements, which are not addressed today. Such courses and programmes can also involve awarding of certificate or diploma. Innovation in programme design and pedagogy is the need of the hour.
Business schools owe to the society to develop management graduates with professional outlook and employable skills. Professionalism is about the values, standards and work practices that need to be instilled in graduates. Management graduates need to understand that the organisation’s purpose is not just to make profits but also to deliver social good. This can be achieved by both pedagogy and curriculum design. Hence, programme design, pedagogy and assessment needs to be reviewed so that the graduates understand the true purpose of business and organisations. It is important to go beyond the corporate perspective and integrate societal issues as they have a bearing on corporate performance.
Business schools also need to have a wider outlook. Management education is becoming increasingly global and India’s management education providers have to compete with the best from outside the country. In this context, MHRD and the regulatory agency must facilitate, support and encourage the B-schools system of the country to become stronger and more globally competitive. Indian B-schools will be able to prove their legitimacy only when their programmes are accredited both by national and international agencies. They need to invest in accreditation.
To perform well in the highly competitive global context, Indian management education needs encouragement and support of the government.