10120140502014 2

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10120140502014 2

  1. 1. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 © IAEME 107 ‘MANAGEMENT TEACHING FRATERNITY SERVICES’ ROLE IN SUSTAINING ENTREPRENEURIAL INTENTIONS AMONG STUDENTS: A STUDY ON MANAGEMENT COLLEGES IN KADAPA DISTRICT OF ANDHRA PRADESH Juturu Viswanath Research Scholar, Department of Business Management, Yogi Vemana University, Kadapa, Andhra Pradesh, India. Dr. B.Gangaiah Assistant Professor, Department of Business Management, Yogi Vemana University, Kadapa, Andhra Pradesh, India. ABSTRACT ‘Acharya Devo Bhava’ - A Teacher is similar to God The ‘Teacher’ occupies third place after mother and father, in every walk of human’s life as per the Indian philosophy. This avowal indicates the priority of a teacher’s part in molding a student as socially responsible and improving quality of human resources in the nation at large. Management education meant for designing, driving and deciding the business needs and demands. In India, the private management college’s role is highly imperative in making the students as entrepreneurs specifically through sustaining entrepreneurial intentions and attitudes at every stage of management education. This paper explores the impact of various teaching aspects and services on management students and effects of proactive teacher-student academic relations in sustaining entrepreneurial intentions i.e. creating the ‘Employers’. Keywords: Teacher, Indian, Student, Management education, Entrepreneurs, Employers. INTRODUCTION Entrepreneurial competencies will direct the young management students to take up relevant activities after completion of the course. Developing those competencies requires lot of effort and commitment from both faculty and student sides. The role of management teacher in this purview is INTERNATIONAL JOURNAL OF MANAGEMENT (IJM) ISSN 0976-6502 (Print) ISSN 0976-6510 (Online) Volume 5, Issue 2, February (2014), pp. 107-115 © IAEME: www.iaeme.com/ijm.asp Journal Impact Factor (2014): 3.2150 (Calculated by GISI) www.jifactor.com IJM © I A E M E
  2. 2. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 © IAEME 108 significant and proactive teaching methodologies can help in sustaining those entrepreneurial intentions among the students. Recent scenario of Indian management education is obviously not up to the mark with regard to entrepreneurial transformations i.e. from student to entrepreneur. In fact the management education has become like a conventional course, doesn’t showing any impact on socio-economic dynamics of the nation. The modern society is looking for a right teacher but not only ‘good’. A right teacher is one who understands the influence of past experiences, uses apt teaching methodologies which suits to the present and puts continual efforts to connect perfectly with the future anticipated academic needs. There are many challenges before the management teacher in a globalized economic context. Changing business environmental mechanisms compels the academicians to think and renovate the present role of a management teacher. Traditional mode of handling curriculum what now the management teachers are practicing may leads to the creation of deadwood or a waste. The management studies should generate the entrepreneurial intentions among the students. It needs the institutionalized changes. The country like India needs more entrepreneurs to sustain its industrial growth rate to become as a super power by 2020. But the reality is entirely contrasted with regard to management education role in creating and developing entrepreneurial intentions among the students. Now in India almost all the Universities, Deemed or Private Universities, Professional Private Colleges including IIM’s offering Business Management Course at UG and PG level. Even the student number is also showed a positive trend toward choosing this course. Governments are also focusing less on the further course improvements and developments. Students are also joining the course without knowing the basics of the management course objectives. Hence this scene demands a change. The transformational process must start from the teacher’s part. This may be called as a paradigm shift. Clearly defining the role of a management teacher solves many critical issues related to the assessing and sustaining entrepreneurial intentions of students. In other words it is a quality improvement of teaching service. This study covers the above said concerns with a critical analysis. REVIEW OF LITERATURE Student’s feedback can be used as a tool to measure the quality of teaching services. They are the real customers who judge the effect of teaching service on their academic accomplishments (Anderson & Susan, 1997). Academicians have to use the latest technologies to serve better their customers (Sujadjaja, 2003). Student’s expectations enormously increased, want to see their teachers as mentors (Takenchi & Quelch, 1983). The academic institutions realized importance of implementing Total Quality Management practices in their routines to optimize their performances (Sohail, 2003). The institutional image and perceived quality for sustainable competitive position are influenced by the five factors. The factors include personal reasoning, previous experiences and location of the program (External), reputation and competition (Internal); all these collectively materialize the convention making positive impressions among stakeholders (Cubillo, 2006). Service quality is a classical term, it has many dimensions and deep understanding is highly needed (Cuthbert, 1996). SERVQUAL model, designed by Parasuraman for measuring the service quality perceptions; recommended to study the service quality perception of students in relation to key variables like assurance, responsiveness, empathy, reliability and tangibles (Susan & McDaniel, 1997). Universities are concentrating on improvising the quality of services in the context of increased competition and amplified global opportunities to the students (Beaver, 1994). Quality
  3. 3. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 © IAEME 109 services only saves the academic institutions in today’s cut throat competition, it purely an unavoidable concept to maintain safely their competitive position (Nasser, 2002). The level of student satisfaction decides the institutional competition position and financial stability (Oldfield & Baron, 2000). The severe problems like inadequate attention on quality process from a student perspective required to be corrected (Chaffee & Sherr, 1992). Academics pay more attention on conceptual concerns rather than the task of measurement (Gundersen, 1996). Global educational opportunities available to the students also promotes services quality in the academic institutions i.e. Transnational Education Scenario (Lenn, 2000). Organizational performance can be easily analyzed and measured through its contributions done in the form of service quality enhancements in all the key resource areas (Jensen & Markland, 1996). SIGNIFICANCE OF THE STUDY The present study encapsulates role of management teacher’s services in sustaining entrepreneurial intentions among students through their proactive teaching methodologies which suits in an ever changing business environment. Because academic institutions receive a vital part in developing and sustaining entrepreneurial attitudes among the students through providing quality teaching services in form of teachers, whose role is primary in transforming the students into entrepreneurs. To fill up gap between the demand and supply for quality human resources i.e. with regard to management students to meet local and global business needs. This study aimed at attaining the best solutions to the socio-economic issues of the nation like unemployment, poverty, regional imbalances and industrial sector strengthening through developing and motivating management students to take-up entrepreneurial activities. OBJECTIVES OF THE STUDY The following are the objectives of the study: 1. To assess the various factors influencing ‘quality services aspect’ on management teachers; 2. To study the perceptions of the management students in taking entrepreneurship as a profession and 3. To study the impact of teaching fraternity quality services role on sustaining entrepreneurial intentions among the management students; HYPOTHESES The following are the hypotheses for the study: 1. Quality services of management teachers will have a positive impact on sustaining entrepreneurial intentions among students. 2. Managing entrepreneurial intentions of management students will results in creation of entrepreneurs. 3. Proactive Teaching methodologies will have a positive impact on student and institutional advancements. METHODOLOGY This study is intended to examine the role of management teaching fraternity services on sustaining entrepreneurial intentions among the students. A descriptive research design taking a survey approach is used. Data is collected from the respondents by using the interview schedule
  4. 4. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 © IAEME 110 specifically designed for the purpose. A non probabilistic sampling method namely convenience sampling is used to draw sample for the study. Population consists of Teaching Fraternity and Students belongs to different Private Management Colleges exists in Kadapa district of Andhra Pradesh. The population includes various categories of Academicians like Professors, Associate Professors, Assistant Professors and Course pursuing students. Researcher visited the 10 educational institutions to take responses from the respondents. Looking into convenience total 150 respondents considered for the study. The Questionnaire consists of 16 items which are intended to know the perceptions of the respondents toward sustaining entrepreneurial intentions of the students through teaching fraternity ‘quality-service’ facet. Likerts summated rating technique is the method adopted. Accordingly each scale item consisted of 5 response categories: Strongly Agree, Agree, Undecided, Disagree, Strongly Disagree, which are scored from 5 to 1. A high score for response to any of the items indicates a high level of effectiveness rating and low score indicates a low level of effectiveness rating. Out of these 150 respondents 100 are from teaching community and remaining 50 are management students. The survey was conducted from November to December 2013. All the recorded responses are carefully tabulated. Tabulated data is analyzed with various statistical tools like Simple Percentages, Weighted Averages, Chi-Square Test and Correlation. Analysis: Table 1: Factors influencing quality-service aspect on management teachers: Table 1.1: Factor: Learning Aspect Outlook Number Rating Value Observations (100) Strongly Agree 28 5 140 Agree 20 4 80 Undecided 24 3 72 Disagree 18 2 36 Strongly Disagree 10 1 10 Mean Score 3.38 Table 1.1 shows that the learning aspect with regard to latest happenings in the corporate world of the teachers influences inform of improved quality in their teaching and the item is indicated with mean score of 3.38. Table 1.2: Factor: Empathy Outlook Number Rating Value Observations (100) Strongly Agree 25 5 125 Agree 29 4 116 Undecided 08 3 24 Disagree 27 2 54 Strongly Disagree 09 1 9 Mean Score 3.28 Table 1.2 reflects the impact of faculty emphatic attitude towards understanding the student’s intentions and the item is indicated with mean score of 3.28.
  5. 5. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 © IAEME 111 Table 1.3: Factor: Responsiveness Outlook Number Rating Value Observations (100) Strongly Agree 33 5 165 Agree 25 4 100 Undecided 06 3 18 Disagree 17 2 34 Strongly Disagree 19 1 19 Mean Score 3.36 Table 1.3 visibly shows the responsive or accountability for the actions performed by the teachers improves quality of teaching and the item is indicated with mean score 3.36. Table 1.4: Factor: Institutional Environment Outlook Number Rating Value Observations (100) Strongly Agree 47 5 235 Agree 33 4 132 Undecided 02 3 06 Disagree 18 2 36 Strongly Disagree 0 1 0 Mean Score 4.09 Table 1.4 presents the impact of institutional environment on teaching quality improvement considerations by the teachers and indicated with mean score 4.09. Table 1.5: Factor: Financial Concerns Outlook Number Rating Value Observations (100) Strongly Agree 49 5 245 Agree 36 4 144 Undecided 01 3 03 Disagree 09 2 18 Strongly Disagree 05 1 05 Mean Score 4.15 Table 1.5 shows the decisive role played the financial concerns like salaries and other incentives on teaching faculty with regard to their quality services and the item is indicated with the mean 4.15. Table 1.6: Factor: Self-esteem Outlook Number Rating Value Observations (100) Strongly Agree 36 5 180 Agree 29 4 116 Undecided 03 3 09 Disagree 19 2 38 Strongly Disagree 13 1 13 Mean Score 3.56 Table 1.6 obviously shows the impressions of self-esteem on teaching fraternity towards improving quality service aspect and the item is indicated with mean score 3.56.
  6. 6. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 © IAEME 112 Table 1.7: Factor: Self-Analysis Outlook Number Rating Value Observations (100) Strongly Agree 31 5 155 Agree 25 4 100 Undecided 08 3 24 Disagree 24 2 48 Strongly Disagree 12 1 12 Mean Score 3.39 Table 1.7 demonstrates the significance of self-analysis in self-correcting towards providing quality teaching services and the item is indicated with mean score 3.39. Table 1.8: Factor: Open-mindedness Outlook Number Rating Value Observations (100) Strongly Agree 25 5 125 Agree 19 4 76 Undecided 15 3 45 Disagree 21 2 42 Strongly Disagree 20 1 20 Mean Score 3.08 Table 1.8 presents the attribute of open-mindedness in understanding the student pulse on teaching service quality improvement and the item is indicated with mean score 3.08. Table 2: Perceptions of management students in taking entrepreneurship as a profession Aspect Yes No χ2 Value Risk-Taking Attitude 38 (76% ) 12(24%) 0.732807 Family Influence 31(62% ) 19(38%) 0.550453 Guidance 35(70% ) 15(30%) 0.752784 Future Prospects 41( 82% ) 09(18%) 0.723674 Enthusiasm 36(72% ) 14(28%) 0.507801 Inspiring Mentors 39( 78% ) 11(22%) 0.461603 Role-Model Impressions 34( 68% ) 16(32%) 0.528733 Core Curriculum 37( 74% ) 13(26%) 0.754553 N=50, df = 1, χ2 at 0.05 Level of Significance = 3.841 Table 2 clearly shows the perceptions of the management students in taking entrepreneurship as a profession. The highest factor which directs them towards accepting entrepreneurship is future prospects followed by inspiring mentors, risk-taking attitude, core curriculum, enthusiasm, guidance, role-model impressions and family influence. The calculated values of Chi-squares are greater than tabulated value of Chi-square at 5% level of significance. Hence, it can be concluded that there is a significant relationship between the managed entrepreneurial intentions of the students and taking entrepreneurship as a profession after the course completion.
  7. 7. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 © IAEME 113 Table 3: Impact of management teaching fraternity services on sustaining entrepreneurial intentions among the students Respondents Professors / HOD’s Associate Professors Assistant Professors Course Pursuing Students No. of Respondents 10 24 66 50 Impact of teaching services on sustaining entrepreneurial intentions 07 21 63 45 Correlation Coefficient 0.999281 Table 3 clearly shows that there is a positive relationship between the management teaching fraternity services impact on sustaining entrepreneurial intentions among the students. The correlation coefficient value is 0.999281 indicates a strong proximity between these two factors. CORE FINDINGS The following are the core findings of the study: Majority of the respondents opined that the learning aspect improves the teaching quality and even makes them to update with the industrial requisites. Emphatic attitude of the teachers helps to understand better the student intentions toward entrepreneurship profession. Responsiveness culture enhances the teaching services impact on student all-round development. Institutional environment decides the level of teaching fraternity involvement in rendering services. Financial concerns such as salaries, fringe benefits and competitors pay structure etc. psychological factors like self-esteem and self-analysis possess high influence on teaching services. Being open-minded creates an opportunity to adopt and adjust to the situations. Perceptions of the respondents belongs to the student category are positive towards taking entrepreneurship as a profession after the completion of their course. The aspects like future prospects rests with the entrepreneurial activities, inspiring mentors/teachers, risk- taking attitude, core curriculum, enthusiasm, guidance, role-model impressions and family factor influences are more on management students with regard to entrepreneurial intentions. Effective teaching services sustain the entrepreneurial intentions among the management students. Almost all the respondents agreed with this statement. Hence, the required element is only the better understanding and analysis of student intentions. The following practical implications are suggested to improve management teaching fraternity ‘quality services’ in order to sustain entrepreneurial aspirations and intentions of students. PRACTICAL IMPLICATIONS AND CONCLUSIONS Teaching, which has been recognized as a noble profession meant for serving society is now under critical tribulations. In fact the severity is high in management education. As the world countries are moving towards creating a new history, India’s contribution and moves are not up to mark. India is certainly generating employees rather than employers. Management education is intended to create, develop and motivate not only effective employees but also nation needed employers i.e. The Entrepreneurs. In this arena the role of management teaching fraternity is obviously imperative. • An effective teacher inspires the student aspirations and intentions; moreover cooperates with the students in materializing them. Here the teacher proactive attitude plays vital role in filling gaps arises due to conventional modes of curriculum settings.
  8. 8. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 © IAEME 114 • The educational institutions, governments, monitoring bodies and universities should work collectively towards improvising the management education outcomes. The academic institutions should be cautious in identifying the right teacher who suits to train the students. • The traits like self-analysis, learning, social-adjusting, adopting and being emphatic are essential to exist among the management teaching fraternity. • The management colleges must pay attention on financial issues i.e. reasonable pay and create healthy environment through encouraging acquiring new abilities, skills and knowledge on continuous process. This helps the students indirectly in updating, sharing their ideologies and finally being in the contemporary happenings in the field. • Entrepreneurial intentions among management students are influenced by various critical variables like environmental concerns like situations including family factor i.e. encouragement. • The teacher should render their service as a mentor in identifying and directing the student intensions toward a reality. • Entrepreneurial development programs must be organized regularly to sustain that zeal facet among the students. A clear explanation of future prospects in entrepreneurial activities will assists the students in sustaining their positive attitudes on entrepreneur profession. • Setting up entrepreneur development cells in the colleges may help to the current scenario. It requires extra patience, attention and involvement of teaching community. • The management teaching group has to perform their role as counselors to guide students on various entrepreneurship ideologies and innovations. • Involving local entrepreneurs in those EDP cells marginalizes the student aspirations in taking entrepreneurship as their profession. • Industry-campus connectivity element sustains the entrepreneurial intentions among the students; probably it becomes a high motivating factor for them. “Indian industrial sector needs more and more new-young entrepreneurs to change its fate and to promote its socio-economic balanced growth cum development. It’s a time to have transformational changes in the management education in India through teacher’s proactive engagement”. SCOPE FOR FURTHER RESEARCH This study is limited to assessing the role of management teaching fraternity on sustaining entrepreneurial intentions among students. So, there is ample amount of scope to explore in this arena like emotional intelligence, social recognition concern, perseverance attitude, profile building v/s professional contributions, entrepreneurial propensity etc. REFERENCES [1] Abouchedid. K and Nasser, R. (2002), “Assuring quality service in higher education: Registration and advising attitudes in a private university in Lebanon”, Quality Assurance in Education, 10(4):198–206. [2] Anderson. E (1995), “High Tech vs. High Touch: A case study of TQM Implementation in Higher Education”, Journal of Managing Service Quality, 48-56. [3] Beaver, W. (1994), “Is TQM appropriate for the classroom?”, College Teaching, 42(3), 111- 15. [4] Chaffee, E. E. & Sherr, L. A. (1992), Quality: Transforming Postsecondary Education. ASHE-ERIC Higher Education Report No.3, Washington, DC: George Washington University, School of Education and Human Development.
  9. 9. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 © IAEME 115 [5] Cubillo José María, Sánchez Joaquín, Cerviño Julio, (2006), "International students' decision- making process", International Journal of Educational Management, 20(2), 101-115. [6] Cuthbert,P (1996), “Managing service quality in H.E: is SERVQUAL the answer?” Managing Service Quality Vol. 6(3), 31-35. [7] Gundersen, G .M., Heide, M., & Olsson, H. U. (1996), Hotel Guest Satisfaction among Business Travelers. Cornell Hotel and Restaurant Administration Quarterly, 37(2), pp. 72- 91. [8] Jensen, J. B. & Markland, R. E. (1996), Improving the Application of Quality Conformance Tools in Service Firms. Journal of Services Marketing, 10(1), pp. 35-55. [9] Lenn, M. (2000), Higher Education and the Global Marketplace: A Practical Guide to Sustaining Quality, On the Horizon, 8(5), pp 7-10. [10] Dr. Amarja Satish Nargunde, “Measures for Improving Teachers’ Motivation in Technical Education Field”, International Journal of Marketing & Human Resource Management (IJMHRM), Volume 4, Issue 1, 2013, pp. 40 - 44, ISSN Print: 0976 – 6421, ISSN Online: 0976- 643X. [11] Nisha Ashokan and Dr. Jayshree Suresh, “A Study on the Entrepreneurial Intention Among Students”, International Journal of Management (IJM), Volume 3, Issue 3, 2012, pp. 1 - 7, ISSN Print: 0976-6502, ISSN Online: 0976-6510. [12] Brajraj Singh, Rakhee Chaudhary and K. Singh, “Execution of Organisational Strategies – A New Paradigm in Shaping the Future of Higher Education”, International Journal of Management (IJM), Volume 4, Issue 1, 2013, pp. 38 - 46, ISSN Print: 0976-6502, ISSN Online: 0976-6510. [13] Dr. C. Kavitha and S. Sushma Raj, “A New Paradigm in Management of Higher Educational Institutes of Government Sector, India”, International Journal of Management (IJM), Volume 3, Issue 2, 2012, pp. 32 - 42, ISSN Print: 0976-6502, ISSN Online: 0976-6510. [14] Oldfield, B., & Baron, S. (2000), “Student perceptions of service quality in a UK university business and management faculty”, Quality Assurance in Education, 8(2):85–95. [15] Surjadjaja, H., Ghosh, S., and Antony, J. (2003), “Determining and assessing the determinants of E-service operations”, Managing Service Quality, Vol. 13(1), 39-53. [16] Susan E. Pariseau, J.R. McDaniel, (1997), “Assessing service quality in schools of business”, International Journal of Quality & Reliability Management, Vol. 14(3), 204 – 218. [17] Takeuchi, Hirotaka and John A. Quelch (1983), “Quality Is More Than Making a Good Product,” Harvard Business Review, 61 (July-August), Vol. 139-145. [18] Y.Subbarayudu & G.V.Chandra Mouli (2012), Renovating the Indian management education through effectual teaching and erudition schema, Ithihas – The Indian Journal of Management, 2(4), 5-11.

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