This document discusses the issues and challenges facing management education in globalizing its curriculum and pedagogy. It outlines several problems faced by both industry and academia, including lack of quality, soft infrastructure, and research. It also notes a gap between management education and real-life business problems. The document provides recommendations such as producing competent managers rather than graduates, emphasizing employability over employment, understanding local needs, and offering more sector-based studies. The goal is for management education to keep pace with globalization and better prepare students for the business world.
To highlight such institutes which have come up with the innovative educative methods and solutions to build extraordinary careers, we are introducing our special edition on “The 10 Best Institutes of the Year (Maharashtra Special)”
Bagali, MM / HR as subject / Publication / Research paper publication / / H...dr m m bagali, phd in hr
Bagali, MM / HR as subject / Publication / Research paper publication / / HR/ HRM/ HRD/ ....Recent Trends in Industry and Business: The Implications for Business Education
Most prominent institutes of management studies in india2021Merry D'souza
The Knowledge Review covered "Most Prominent Institute of Management Studies in India, August_2021, "Across the Globe, here our education magazine TKR flash about Institute of Management Studies in India
The document provides information about the Master in Management program at IE Business School in Madrid, Spain. It discusses the program's focus on preparing students to be global leaders through a diverse, hands-on educational experience. Students have the opportunity to take courses in English or Spanish and interact with peers from over 50 countries. Upon completing the 10-month program, students gain access to IE's extensive alumni network of over 45,000 members around the world.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
role of educational institution in promoting entrepreneurshipniranjan k
This document discusses the role of higher education institutions in promoting entrepreneurship in India. It begins with an abstract that outlines how entrepreneurship education aims to inculcate entrepreneurial skills and motivate students to generate business ideas. The introduction then reviews how education impacts entrepreneurial behavior and how higher education is shifting focus to provide domain knowledge and hands-on business experience. The objectives are to study the need for entrepreneurship education and understand current pedagogy and challenges. A literature review covers frameworks and emphasis on practical experience over traditional content. The significance and methodology are also summarized.
Uday Salunkhe - strategies for being a global mba playerudaysalunkhe
This article gives an in depth analysis on the strategies for becoming a global MBA player. It has been co- authored by Dr. Uday Salunkhe, Director of the prestigious Welingkar Institute of Management and Research.
To highlight such institutes which have come up with the innovative educative methods and solutions to build extraordinary careers, we are introducing our special edition on “The 10 Best Institutes of the Year (Maharashtra Special)”
Bagali, MM / HR as subject / Publication / Research paper publication / / H...dr m m bagali, phd in hr
Bagali, MM / HR as subject / Publication / Research paper publication / / HR/ HRM/ HRD/ ....Recent Trends in Industry and Business: The Implications for Business Education
Most prominent institutes of management studies in india2021Merry D'souza
The Knowledge Review covered "Most Prominent Institute of Management Studies in India, August_2021, "Across the Globe, here our education magazine TKR flash about Institute of Management Studies in India
The document provides information about the Master in Management program at IE Business School in Madrid, Spain. It discusses the program's focus on preparing students to be global leaders through a diverse, hands-on educational experience. Students have the opportunity to take courses in English or Spanish and interact with peers from over 50 countries. Upon completing the 10-month program, students gain access to IE's extensive alumni network of over 45,000 members around the world.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
role of educational institution in promoting entrepreneurshipniranjan k
This document discusses the role of higher education institutions in promoting entrepreneurship in India. It begins with an abstract that outlines how entrepreneurship education aims to inculcate entrepreneurial skills and motivate students to generate business ideas. The introduction then reviews how education impacts entrepreneurial behavior and how higher education is shifting focus to provide domain knowledge and hands-on business experience. The objectives are to study the need for entrepreneurship education and understand current pedagogy and challenges. A literature review covers frameworks and emphasis on practical experience over traditional content. The significance and methodology are also summarized.
Uday Salunkhe - strategies for being a global mba playerudaysalunkhe
This article gives an in depth analysis on the strategies for becoming a global MBA player. It has been co- authored by Dr. Uday Salunkhe, Director of the prestigious Welingkar Institute of Management and Research.
The 2-year MBA in Agribusiness Management program at Sri Sri University aims to train students in agricultural production, value addition, marketing and other areas to support agribusinesses. The 60-credit program includes 35 academic credits and incorporates case-based learning, industry exposure, and summer and capstone projects. The curriculum is designed to develop future leaders in the agribusiness sector and support India's rural economy.
The 10 best training and placements institutions in india for 2019The Knowledge Review
The Knowledge Review thus comes up with a special issue “The 10 Best Training and Placements Institutions in India for 2019” which brings forth some of the best institutes in India that are offering career-oriented courses, to ensure the academic, personality, and career development of the students.
The Knowledge Review comes up with a special issue of “India’s 10 Best Business School, 2018”, which brings forth some of the elite institutes which are innovatively transforming business management education in India.
Visit: https://theknowledgereview.com/indias-10-best-business-school-2018-august2018/
Management education in india and entrepreneurship developmentkgnmatin
The document discusses entrepreneurship education in India and the role of MBAs. It defines entrepreneurship and outlines the key skills an MBA provides, including leadership, business fundamentals, networking and a culture of risk-taking. However, it notes some challenges in India like a lack of expert faculty and student interest. Overall, while entrepreneurship can't be taught, an MBA can help nurture entrepreneurial skills and raise one's abilities if the program is applied correctly.
“The 20 Best Institutes of the Year 2018” which highlights some of the best Indian institutes that are transforming education systems in a creative fashion.
Re skilling in times of today article by lipikaRajni Ranjan
Reskilling in Business/Corporates - Industry is always on the lookout for methods to improve and increase productivity, decrease cost, increase savings, and create operational
efficiencies and effectiveness in systems and processes. Automation and digitisation, therefore, are the obvious adaptation that all businesses are working towards and
welcoming with open arms.
This document discusses the important role of micro, small, and medium enterprises (MSMEs) in India's economy and workforce. It notes that MSMEs employ crores of Indians and constitute a seamless source of employment. However, these enterprises could be more competitive if India's large pool of engineering talent was better channeled to enhance their value propositions and competitive edge. This could help address unemployment among the over 10 lakh engineers graduating annually. The document aims to explore fascinating aspects of MSMEs from an engineer's perspective.
India’s Skilling Industry - In need of Synchrony People Matters
India aims to skill 500 million people by 2022 to address massive skills gaps. The skilling industry is projected to be worth $100 billion but faces challenges in achieving quality, cost, and scale. Experts say collaboration between government, private sector, and education is needed to develop a sustainable model and address both technical and soft skills gaps.
This document discusses the role of universities in promoting entrepreneurship education and employability. It defines entrepreneurship and outlines some courses offered at Chinese universities related to entrepreneurship. The document discusses the tasks of instructors in entrepreneurship education, including teaching practical skills and shifting students from theoretical to practical learning. Positive outcomes are described, such as students gaining job skills, confidence, and control over their lives. Methods for delivering entrepreneurship education mentioned include comprehensive curriculum, risk management, teaching academic skills, and economic concepts.
India’s 10 Best Institutions for Computer Science Studies 2019The Knowledge Review
The Knowledge Review thus introduces a special issue “India’s 10 Best Institutions for Computer Science Studies, 2019 ”, which highlights some of the best institutes in India which are transforming and enhancing computer education in a creative fashion
This document provides information about an international seminar being held by the New Delhi Institute for Information Technology (NDIIT). The seminar includes sessions on wardrobe and styling, personality development, business etiquettes, dance classes, and a group photo session. It also includes endorsements from government officials praising NDIIT's mission and programs.
This document is a brochure for the Department of Management Studies at Malaviya National Institute of Technology Jaipur. It provides information about the institute, vision and mission, messages from the Director and Head of the Department, details of the infrastructure and facilities available, academic programs offered including the MBA and PhD programs, faculty members, research activities, and planned departmental activities for 2012-2013.
BIMTECH presents the Information Bulletin for the year 2017. The PDF contains all the details of the courses and curriculum that will be taught to the aspirants as well as complete details of the BIMTECH Greater Noida Campus
Entrepreneurship education challenges and opportunities in indian contextDr. Trilok Kumar Jain
This document provides guidelines for promoting entrepreneurship education in India. It states that entrepreneurship education needs to be separated from traditional MBA programs and have its own distinct approach. Rather than focusing on academic skills, entrepreneurship education should develop decision-making and team-building capabilities. The author is passionate about promoting entrepreneurship education in India and believes there is a need to establish different systems for student selection, training, and support that are tailored to entrepreneurship. The document discusses recommendations for the curriculum, teaching methods, program structure, role of faculty, and key focus areas to effectively promote entrepreneurship education.
Role of B-schools in Entrepreneurship developmentMohit Chawda
This document discusses the role of business schools in promoting entrepreneurship in India. It notes that business schools are well-positioned to shape management graduates with integrity and ethical standards who can become entrepreneurs. It also outlines several top business schools in India and examples of entrepreneurs who launched successful companies after graduating from these schools. The document argues that business schools have an important role to play in India's development by cultivating future entrepreneurs.
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
This manual aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the successfactors of the examples, and provides contact details for more information.
The document discusses entrepreneurship education in India. It aims to study the significance and current status of entrepreneurship education in India, and suggest ways to improve its quality. Entrepreneurship education can help address India's challenges of unemployment, especially among youth, and the need for more job creation and economic development. While universities and institutions have started entrepreneurship programs, there are still questions around how to best structure such education - whether teaching should focus on entrepreneurship itself or managing businesses, and how to balance academic and practical experience. The document analyzes various types of entrepreneurship education programs and institutions involved in India, and provides suggestions like reducing the research gap between coursework and industry needs.
The document discusses the role and impact of management education in business and society. It covers several topics:
1. Management education is necessary for individuals to understand business management and participate meaningfully in organizations to enhance effectiveness and create wealth and opportunities.
2. Globalization and the internet have transformed management education, allowing for online and international education that reaches more diverse audiences.
3. Management education plays an important role in India's progress by developing skilled managers and leaders, though there are still issues like shortages of qualified faculty and resources that present challenges.
The core of business school education encompasses a comprehensive and multifaceted approach to preparing individuals for success in the business world.
In this edition of Insights Success – ‘Most Recognized MBA Institutes of 2021’ we are happy to shed light on some of the inspiring MBA institutes in India, which are committed to cultivating and developing proficient business professionals with high intellect and morals.
The 2-year MBA in Agribusiness Management program at Sri Sri University aims to train students in agricultural production, value addition, marketing and other areas to support agribusinesses. The 60-credit program includes 35 academic credits and incorporates case-based learning, industry exposure, and summer and capstone projects. The curriculum is designed to develop future leaders in the agribusiness sector and support India's rural economy.
The 10 best training and placements institutions in india for 2019The Knowledge Review
The Knowledge Review thus comes up with a special issue “The 10 Best Training and Placements Institutions in India for 2019” which brings forth some of the best institutes in India that are offering career-oriented courses, to ensure the academic, personality, and career development of the students.
The Knowledge Review comes up with a special issue of “India’s 10 Best Business School, 2018”, which brings forth some of the elite institutes which are innovatively transforming business management education in India.
Visit: https://theknowledgereview.com/indias-10-best-business-school-2018-august2018/
Management education in india and entrepreneurship developmentkgnmatin
The document discusses entrepreneurship education in India and the role of MBAs. It defines entrepreneurship and outlines the key skills an MBA provides, including leadership, business fundamentals, networking and a culture of risk-taking. However, it notes some challenges in India like a lack of expert faculty and student interest. Overall, while entrepreneurship can't be taught, an MBA can help nurture entrepreneurial skills and raise one's abilities if the program is applied correctly.
“The 20 Best Institutes of the Year 2018” which highlights some of the best Indian institutes that are transforming education systems in a creative fashion.
Re skilling in times of today article by lipikaRajni Ranjan
Reskilling in Business/Corporates - Industry is always on the lookout for methods to improve and increase productivity, decrease cost, increase savings, and create operational
efficiencies and effectiveness in systems and processes. Automation and digitisation, therefore, are the obvious adaptation that all businesses are working towards and
welcoming with open arms.
This document discusses the important role of micro, small, and medium enterprises (MSMEs) in India's economy and workforce. It notes that MSMEs employ crores of Indians and constitute a seamless source of employment. However, these enterprises could be more competitive if India's large pool of engineering talent was better channeled to enhance their value propositions and competitive edge. This could help address unemployment among the over 10 lakh engineers graduating annually. The document aims to explore fascinating aspects of MSMEs from an engineer's perspective.
India’s Skilling Industry - In need of Synchrony People Matters
India aims to skill 500 million people by 2022 to address massive skills gaps. The skilling industry is projected to be worth $100 billion but faces challenges in achieving quality, cost, and scale. Experts say collaboration between government, private sector, and education is needed to develop a sustainable model and address both technical and soft skills gaps.
This document discusses the role of universities in promoting entrepreneurship education and employability. It defines entrepreneurship and outlines some courses offered at Chinese universities related to entrepreneurship. The document discusses the tasks of instructors in entrepreneurship education, including teaching practical skills and shifting students from theoretical to practical learning. Positive outcomes are described, such as students gaining job skills, confidence, and control over their lives. Methods for delivering entrepreneurship education mentioned include comprehensive curriculum, risk management, teaching academic skills, and economic concepts.
India’s 10 Best Institutions for Computer Science Studies 2019The Knowledge Review
The Knowledge Review thus introduces a special issue “India’s 10 Best Institutions for Computer Science Studies, 2019 ”, which highlights some of the best institutes in India which are transforming and enhancing computer education in a creative fashion
This document provides information about an international seminar being held by the New Delhi Institute for Information Technology (NDIIT). The seminar includes sessions on wardrobe and styling, personality development, business etiquettes, dance classes, and a group photo session. It also includes endorsements from government officials praising NDIIT's mission and programs.
This document is a brochure for the Department of Management Studies at Malaviya National Institute of Technology Jaipur. It provides information about the institute, vision and mission, messages from the Director and Head of the Department, details of the infrastructure and facilities available, academic programs offered including the MBA and PhD programs, faculty members, research activities, and planned departmental activities for 2012-2013.
BIMTECH presents the Information Bulletin for the year 2017. The PDF contains all the details of the courses and curriculum that will be taught to the aspirants as well as complete details of the BIMTECH Greater Noida Campus
Entrepreneurship education challenges and opportunities in indian contextDr. Trilok Kumar Jain
This document provides guidelines for promoting entrepreneurship education in India. It states that entrepreneurship education needs to be separated from traditional MBA programs and have its own distinct approach. Rather than focusing on academic skills, entrepreneurship education should develop decision-making and team-building capabilities. The author is passionate about promoting entrepreneurship education in India and believes there is a need to establish different systems for student selection, training, and support that are tailored to entrepreneurship. The document discusses recommendations for the curriculum, teaching methods, program structure, role of faculty, and key focus areas to effectively promote entrepreneurship education.
Role of B-schools in Entrepreneurship developmentMohit Chawda
This document discusses the role of business schools in promoting entrepreneurship in India. It notes that business schools are well-positioned to shape management graduates with integrity and ethical standards who can become entrepreneurs. It also outlines several top business schools in India and examples of entrepreneurs who launched successful companies after graduating from these schools. The document argues that business schools have an important role to play in India's development by cultivating future entrepreneurs.
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
This manual aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the successfactors of the examples, and provides contact details for more information.
The document discusses entrepreneurship education in India. It aims to study the significance and current status of entrepreneurship education in India, and suggest ways to improve its quality. Entrepreneurship education can help address India's challenges of unemployment, especially among youth, and the need for more job creation and economic development. While universities and institutions have started entrepreneurship programs, there are still questions around how to best structure such education - whether teaching should focus on entrepreneurship itself or managing businesses, and how to balance academic and practical experience. The document analyzes various types of entrepreneurship education programs and institutions involved in India, and provides suggestions like reducing the research gap between coursework and industry needs.
The document discusses the role and impact of management education in business and society. It covers several topics:
1. Management education is necessary for individuals to understand business management and participate meaningfully in organizations to enhance effectiveness and create wealth and opportunities.
2. Globalization and the internet have transformed management education, allowing for online and international education that reaches more diverse audiences.
3. Management education plays an important role in India's progress by developing skilled managers and leaders, though there are still issues like shortages of qualified faculty and resources that present challenges.
The core of business school education encompasses a comprehensive and multifaceted approach to preparing individuals for success in the business world.
In this edition of Insights Success – ‘Most Recognized MBA Institutes of 2021’ we are happy to shed light on some of the inspiring MBA institutes in India, which are committed to cultivating and developing proficient business professionals with high intellect and morals.
The document provides an impact report on the Global Citizen Leaders Program, which aims to transform business students in India into leaders through classroom learning, team projects, and mentoring. Some key points:
- Close to 1,000 students have completed the program since 2012 across two business schools in India.
- Students report improvements in career planning, job competitiveness, leadership confidence, and innovation skills as a result of the program.
- 80% of alumni felt the program made them more competitive job applicants.
- Organizational sponsors saw alignment between the skills developed in the program and the skills needed for new job entrants.
- The program appears to be effective in developing the skills alumni rated as
Study management and reach pinnacles of professional successIsbm Gurgaon
In this tech-savvy world, we all get drawn towards the professional way of doing things. The flourishing corporate culture is evident of the world’s inclination towards critical thinking and hard core professionalism. As a consequence of the remarkable growth of the business sector in India, more and more young and aspiring individuals are getting attracted towards this highly competitive industry.
The document discusses various MBA programs offered by top Indian business schools. It provides details on the programs offered by IIM Ahmedabad, IIM Calcutta, and IIM Bangalore. IIM Ahmedabad offers four programs: PGP (equivalent to MBA), FPM (equivalent to PhD), FDP for management teachers/trainers, and MDP for middle/top-level managers. IIM Calcutta offers PGDM (MBA equivalent), FPM, PGDCM, and part-time PGDBM. IIM Bangalore offers two-year PGP and FPM, both requiring the CAT exam. The document also briefly mentions IIM Lucknow, XLRI, and ISB.
ALTIS is the School of Sustainable Management of Università Cattolica del Sacro Cuore, one of the largest Catholic universities in Europe. ALTIS was established in the early 2000s to focus on responsible management and entrepreneurship through promoting sustainability, business ethics, and social and environmental responsibility. ALTIS offers various masters programs, executive courses, and conducts research to develop knowledge around sustainable approaches to business. It aims to fully integrate sustainability principles into business strategies and create shared value for organizations and stakeholders.
This document discusses issues with current management education pedagogy in India and proposes improvements. It notes that management education in India today places too little emphasis on practical, hands-on learning and developing skills needed in the workplace like leadership, teamwork and communication. To address this, it recommends management education shift towards more interactive, student-centered teaching methods like simulations, projects and case studies that integrate theory and practice. It also suggests incorporating more opportunities for experiential learning like internships. The document concludes that business schools must adopt innovative, flexible pedagogies that develop well-rounded graduates prepared to meet the changing needs of the business environment.
1. There is a large gap between the number of graduates coming out of Indian universities and the number that are employable, with estimates that only 25% of engineering and 10% of general graduates have the necessary skills.
2. This skills gap is caused by academics that focus only on theoretical knowledge and a lack of interaction between industry, government, and academia to develop curricula tailored to industry needs.
3. Improving employability will require bringing employers into the course design process, modifying courses to match industry needs, and building links between educational institutions and local employers through activities like guest lectures, internships, and research collaborations.
Best Universities to Study Business in Asia, 2022EducationView
The School of Business at Shantou University in China has been educating students to realize their business dreams. It offers undergraduate majors in business administration, accounting, international economics and trade, finance, and marketing management. The school focuses on cultivating innovative problem-solving skills and has established partnerships with 27 overseas institutions to enhance internationalization. It also helps students secure internships and career opportunities to set them up for bright futures in business.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
Best Universities to Study Business in Asia, 2022.pdfEducationView
For this edition Best Universities to Study Business in Asia, 2022 we ventured out across Asia to give students a well-researched booklet that would guide them in choosing the ideal university to study business.
MTC GLOBAL AWARD: CALLING FOR NOMINATION
Globally recognized well received highly respected awards:
Hallmark of excellence
Dream, Inspiration, Aspiration
ABOUT MTC GLOBAL:
Greetings from Management Teachers Consortium, Global (MTC Global) which started in a very small way on 29.06.2010 with one member and today is the strongest team of 10,000+ management scholars from Academia and Corporate across the world. MTC Global has the strong foundation and a well-defined organization structure to envision the dream ‘Educate, Empower, Elevate’. The foundation day of MTC Global (29th Jun) is celebrated as “MTC Scholars’ Edification Day’ worldwide and marked as ‘World Management Education Day’.
This is a platform for all management education related discussion. The platform has helped MTCians in numerous ways through assignment like guest lecture, consultancy, MDP, recruitment, placement, strong networking and the most important is development of knowledge capital and social capital through knowledge sharing.
It has representatives from over 300+ B-schools, 100+ corporate and 35+ countries. We had our first successful global convention 0n 27.08.2011 at FAPPCI, Red Hills, Hyderabad. The second annual global convention was held on 01.09.2012 at VIT, University Jaipur and the third annual global convention was held at Aravali Gurukul Ashram, Jodhpur during 4-6 Oct 2013.
AWARD:
WITHOUT NOMINATION:
To recognize excellence in different areas of Management Education, MTC Global has constituted few Awards which are rated very high by Industry and Academia at Global Level. There will be an independent search committee to finalize the awards at HQ level. This year MTC Global has constituted the following HOUT NOMINATION
· MTC Global Life Time Achievement Award
· MTC Global Edupreneuer Award
· MTC Global Award for Visionary in Management Education
· MTC Global Outstanding Contribution to the Management Education
· MTC Global Outstanding Teacher of Foreign Origin
· MTC Global Knowledge Sharing Award—for most active member on the group.
· Outstanding Contribution to the cause of MTC Global.
· MTC Global Award for Outstanding B-School
· MTC Global Award for Outstanding Corporate Citizen
· MTC Global Outstanding Social Service Award
WITH NOMINATION
· MTC Global Outstanding Management Teacher
· MTC Global Outstanding Corporate Trainer
· MTC Global Outstanding Placement Officer
· MTC Global Innovation in Pedagogy
· MTC Global Award for Outstanding Faculty in Rural Areas
· MTC Global – Dhurva College of Management, Hyderabad, Outstanding Management Student Award
AWARD CEREMONY
Award will be conferred upon during MTC Global’s 4th Annual Convention, Sankalp-2014.
[Challenge:Future] EARNING WITH LEARNING IN MANAGEMENT Challenge:Future
Team name: innovative student
Team members:
1. Vivek vaghasiya (MBA Pursuing)
2. mahesh vahghasiya
The document proposes establishing an MBA Buster Academy to address problems in management education in India by providing an experiential learning approach. The academy would combine an MBA program with PGPM (Post Graduation Practices in Management) to give students practical experience alongside theoretical learning. For entrepreneurs, students would do on-the-job training by running family businesses or starting small businesses. Job seekers would do professional employment training by working part-time or full-time in their desired sector. The goal is to increase employ
The Global Senior Management Program (GSMP) is a joint executive education program developed by the University of Chicago Booth School of Business and IE Business School that aims to help senior managers develop strategic vision, strengthen leadership skills, and boost organizational performance through modules in Chicago and Madrid taught by renowned faculty covering topics like strategy, innovation, and finance. The program utilizes an interactive learning model combining lectures, case studies, simulations, and meetings with business leaders to challenge participants to upgrade their management skills and approach to global competitiveness.
The Global Senior Management Program is a joint executive education program between the University of Chicago Booth School of Business and IE Business School. The intensive 2-week program is split into two modules - the first taking place in Chicago and the second in Madrid a month later. The program aims to enhance leadership skills, develop strategic vision, and boost organizational performance for senior managers through lectures, case studies, simulations and meetings with business leaders. Testimonials from past participants highlight the benefits of gaining global insights and applying new skills in dynamic, international groups.
This document proposes establishing a School for Management Teachers at Jain University in India. The school would provide intensive faculty development training to groom young management teachers and impart world-class teaching methodology. The goal is to train faculty to a level of excellence that will allow Indian management institutions to compete globally. The school would offer short and long-term training programs covering areas like teaching pedagogy, case study methodology, curriculum development, and research skills. Admission criteria would focus on teaching aptitude and potential. Experienced professors and experts would conduct the training programs. Infrastructure and partnerships with top Indian and international business schools would also be developed to support the initiative.
The document proposes establishing a School for Management Teachers at Jain University in India to provide training to management faculty. The training aims to develop world-class teaching skills and impart the latest pedagogical techniques. The school would offer short-term intensive training programs covering areas like course design, teaching methods, case study training, and research skills. Its goal is to enhance the quality of management education in India by developing excellent teachers who can drive the knowledge economy.
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
1. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
“GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
Authors:
1. Mr Abhishek Singh Chauhan; 2. Ms Tweena Pandey; 3. Mr Vibhuti Dabral; 4. Ms Richa Kharayat
5. Ms Rachana Kumari
1. Faculty, Department of Management, Uttaranchal Institute of Management,
Dehradun, Uttarakhand, INDIA. Contact: +91-9335204593, email:
abhishek.singhchauhan@hotmail.com
2. Faculty, Department of Management, Uttaranchal Institute of Management,
Dehradun, Uttarakhand, INDIA. Contact:- =91- 9335730966, email-
tweena.pandey@hotmail.com
3. Student, MBA 3RD
Sem. (Session:- 2009- 11), Department of Management,
Uttaranchal Institute Of Management, Dehradun, Uttarakhand, INDIA. Contact:+91-
9897328661, email: vib_dab@yahoo.co.in
4. Student, MBA 3RD
Sem. (Session:- 2009- 11), Department of Management,
Uttaranchal Institute Of Management, Dehradun, Uttarakhand, INDIA. Contact:+91-
9634414250, email: richakharayat@yahoo.com
5. Student, MBA 3RD
Sem. (Session:- 2009- 11), Department of Management,
Uttaranchal Institute Of Management, Dehradun, Uttarakhand, INDIA. Contact:+91-
9997162584, email: krachana24@gmail.com
2. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
Abstract:
It is not a hidden fact that globalization has made a sea change in all walks of life whether be
its political, social or cultural fabric. Thus it would be delusional to expect that the education
sector would be untouched by it, least of all management education. In the wake of
liberalization great changes occurred in the industry which prompted those in charge of
management education to review their pedagogy style as per industry demand. The latter-day
managers now have to widen their horizons and learn to adapt themselves in a brave new
world.
With this objective in focus, our B-schools have to go global in their pedagogy and teaching
methods to produce the quintessential 21st
century manager. The traditional management
education is morphing into executive education where managers are honing their knowledge
base as well as their skills.
The industry milieu in the Global Village is very fragile and altering quickly. Thus it is
essential to provide an updated education and skills set to aspiring managers to overcome
their rigid mindset -THINK GLOBALY AND ACT LOCALLY. This study aims to provide
some viable and pragmatic suggestions to achieve that objective, as well as it will also give a
glare of exposure to some of the issues relating to the actualities of real anxieties of existing
corporate planet.
Key Words: Globalisation; Management Education; Issues & Challenges; Industry;
Academia.
3. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
Introduction:
Management education around the world is currently in a state of flux. With the advent of
globalization, the way we perceive our world has changed. The concepts of nation-state,
ethnicity, culture, language and national character- all have undergone a rapid transformation.
With globalization came the once novel and now the clichéd phrase- The Global Village.
Every self-respecting individual now professes to be a part of the global community and
rightly so.
Management is generally defined as the art of getting people together to accomplish desired
goals and objectives efficiently and effectively. Management, per se as a discipline has been
around only for a few decades. The world’s first MBA programme was offered by Harvard
University, USA in 1908. Soon, other universities/colleges followed suit, and MBA in the
years that followed emerged as a popular and coveted academic degree. As of now, an MBA
is considered vital to an aspiring manager’s CV. Basic types of MBA are: Accelerated MBA,
Part-time MBA, Executive MBA (EMBA) and Distance learning MBA. These days Dual
MBA’s are also becoming commonplace, with an MBA degree coupled with an MS/MsC or
LLB.
India could also not remain immune from the advances in management education worldwide.
Management education in India dates back to pre-independence era. The first college level
management institute was established in 1913 in Mumbai. Another college opened in Delhi in
1920. These business colleges taught the basics of trade and commerce to clerks and
supervisors from fields as diverse as banking, transport, and accounting. The first Business
School in India was Indian Institute of Social Welfare and Business Management, Kolkata,
which was founded in 1953. In 1950, the Department of Commerce of the Andhra University
started the first ever MBA programme in India. The All India Institute of Management and
Labour welfare and the department of management, Delhi University came up in the year
1968. Now management education has come a long way since the early days and has
morphed into a serious and huge business with more than 1500 institutes spread all over the
country.
4. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
1.1 Growth of Business Schools in India
(During 1950 to 2006)
Period Number of B-Schools added Average annual addition
1950-1980
(30 years)
118 4
1980-1995
(15 years)
304 20
1995-2000
(5years)
322 64
2000-2006
(6years)
1017 169
(Source: Adapted from Dayal, I., “Developing Management Education in India”, Journal of Management Research, 2(2), August 2002,
page: 101.)
Challenges and Issues
It is no secret that globalization integrates the world’s economy into one and gives an
opportunity to developing nations to show their full potential. Emergence of world economies
gives pace to develop business throughout the world which also creates new challenges for
upcoming managers. In such a context the question arises as to how equipped are the
upcoming managers from various B-Schools to cope with these challenges? If we try to
answer this question then we would find that there still exists a wide gap between
management education and real life business problems.
These are challenges and issues for the Industry as well as for the Academia:
5. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
Quality: Quality is the main area of concern where our management education is
falling behind; the rapid proliferation of B-schools has seen a meteoric rise in quantity
but a sharp dip in quality. Such a sad compromise and preference of quality over
quantity ultimately produces half baked semi-professionals who when faced with a
complex business task fail the litmus test.
Lack of Soft Infrastructure: Most institutes face a severe shortage of faculty in key areas
of management like Marketing, Human Resources, Economics, Information Technology,
Accounting & Finance, Quantitative Methods and Production. Also, a very common
problem faced by most mid and lower-rung management colleges is that they fail to attract
good and competent faculty. Most teachers in such institutions do not have requisite
qualifications. Not only this, most of them have little or no interaction with the industry.
This causes the whole management education to take an academic and theoretical form and
students never get to learn the practical side of it, thus stunting their development.
Lack of Facilities: The infrastructure and facilities often lack classrooms with multimedia
and projection facilities, most up-to-date computers and peripherals and a first-rate library
with compilation of books. Many institutes have a large student-teacher ratio, which leads to
less attention per student.
Unsatisfactory Courses and Programs: The management courses run in our management
institutions are often way too academic in nature. They fail to acquaint management students
with the realities of market. Course books are often written by those who never had any
experience with a career in management, consultancy or a background in research. Course
material needs to have regular inputs incorporated from business organisations.
Lack of Networking: The institutes lack extensive arrangement with the corporate world
and other organisations both at the national and the international level. This lack of
networking, on the one hand, hampers the customary interaction of the seasoned
6. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
businesspeople with the students while, on the other hand, prevents these organisations of an
opportunity to ascertain if the B-school is equipped to build up the required potential in the
students. This also prevents these organizations from judging the students for placement
when they complete their management course.
Insufficient Research work: All reputed B-schools abroad encourage research and
innovation. The case, however, in Indian management institutes is exact opposite. Though a
little research is done in a few top management colleges, it is inadequate. Research done in
middle and lower rung management institutes leaves much to be desired when it comes to
quality. Most colleges do not encourage research at all and lay emphasis only on placement.
This is the main reason why top global management gurus do not emerge from India, CK
Prahlad and Ram Charan being notable exceptions. The fact remains that aping western
management theories has not helped Indian businesses much. The need of the hour is to
encourage research in a big way so that an indigenous management theory for the Indian
business milieu might materialise. The top B-schools which are not accredited by
AICTE/UGC should be recognised as soon as possible, so that they may introduce their
own PhD programmes. In 21st
century, India should aim at becoming the research hub of
business.
Lack of Autonomy: The management institutes need more autonomy. The colleges
affiliated to different universities often lack financial and academic freedom. It forces them
to toe the line of academic establishment and the government. They need both academic and
financial freedom to upgrade their competencies. The former will be the key, and the latter,
the major driver of progress of management education. Lack of autonomy breeds mediocrity
and worse, stagnates education.
7. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
Recommendations and Suggestions
Produce Managers not B-school Pass-outs: Whether it be industry abroad or in
India, it needs good-at-his-job manager who is capable of handling the tasks assigned
to him effectively after considering all relevancies in mind. No business organisation
needs B-school pass-outs who though able to deliver theoretical spiel fluently, cut a
sorry figure when confronted with industry realities. It is imperative that our
management institutes focus all their energies on producing competent, versatile
managers who can wade through the sea of business problems successfully.
Sound Ethics: Businesses aren’t only meant to gather money for their owners. In a
modern welfare state like ours, they are the engines of growth and harbingers of
progress of the nation. Sadly enough, the contemporary manager seems to have
forgotten this role of industry and under the pressure of profit-making and faced with
the sleaze and muck raked by his colleagues, pays back in the same coin. This
explains why corporations worldwide command so low credibility. Empty promises
and sham CSR publicity would not redeem their reputation. It is necessary to impart
some ethics and values in management aspirants so that they might serve society.
Proper Governance: There is a pressing need of proper governance to carry on the
various activities of B-schools. There are several associations which are working
towards the improvement of management education throughout the world. The Global
Foundation for Management Education (GFME) put forward the various challenges
and issues regarding management education. Our management institutes would do
well to pay heed to such suggestions and recommendations.
Understand Local Needs and Aspirations: In the race to go global overnight, many
in the industry advocate that businesses need to broaden their outlook and get over the
myopia which obstructs them from viewing the world at large as their market. All this
is very good and rightly believed, but the problem arises when the managers start to
forget or ignore the local people- the people with whom they have to deal with on a
daily basis and who are most affected by their activities. In a large business
undertaking, the people of the soil- the metaphorical and clichéd term for the locals-
8. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
should be consulted and their feelings, culture, traditions and customs respected.
Unbridled industrialisation in an area without hearing the demands of those who are
directly affected leads to unforeseen problems- as is observed in a recent few cases,
the Tata Nano fiasco in Singur (West Bengal) and stalling of Posco’s steel plant in
Orissa being two well publicised cases which are still fresh in public memory. An
astute manager well understands the local sentiments and demands and learns from
precedents. He does everything so as not to antagonise the local populace.
The Role of Government: Though globalisation is generally understood as curtailing
of government control on industry, yet in a newly opened developing economy such
as ours, the role of government in the economic and business sphere is far from over.
It is the government which exercises a strong control over the industry through
various regulatory authorities. Not just that, it also owns several corporations- ONGC,
BSNL, SAIL, etc. being just a few in the long list. Government policy and attitude
towards a particular industry has a direct bearing on it. In such a scenario, the
government has a responsibility to come out and help the industry- not as a dole but as
assistance when it is needed. A strong nexus needs to be created between the
government agencies, the private sector and the academia to contribute to industry
growth. Efforts should also be focus on increasing the accountability and integrity of
public service.
Emphasis on Employability and not Employment: As the business environment in
India got better, enormous growth opportunities were produced. In the wake of this,
managerial skills came to be in a huge demand and hundreds of B-schools, some with
a very seedy reputation and questionable credentials- set up shop overnight.
Admission criteria were relaxed and MBA degrees are being handed out to those who
clearly do not possess an iota of managerial aptitude. The sole focus of these institutes
appears to produce management graduates who crave for employment and
management looks like a green pasture to them. However, most of them are hardly
any good and prove a liability for the organisation which hires them. Instead of
churning out such unemployable amateurs in large number, they would do better if
they admit a smaller batch but produce quality management students. Employability,
9. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
not employment should be guiding mantra and watchword of management institutes.
The good ones always manage to land a good job.
Emphasise more on Sector based Studies: As of now, very few institutes offer
specialised sector based management programmes. This is in direct contrast to the
situation in the West, where such courses (both short and long term) are
commonplace. Some such courses include retail management, rural management,
international business, footwear management, dairy management, crisis/disaster
management, tourism, apparel management, etc., to name a few. The dearth of such
specialised professional courses in effect means very few choices for a prospective
management student. This makes most to turn to traditional specialisations in
management, viz., marketing, human resources and financial management. This state
of affairs has created an acute shortage of human resources skilled in and having a
good understanding of the above mentioned sub-disciplines. There is a crying need to
introduce short and long term management courses in these specialisations based on
the talent and aptitude of prospective candidates. Also, awareness must be created
about these so that they might become popular and accepted among students.
Conclusion
The fact that globalization has impacted the way we think and the way we act can hardly be
stressed more. Unquestionably, it is here to stay and this fact is not going to change. The
coming years will see more and more integration of world economy; the world will be more
tightly knit and here will be an amalgamation of culture and industry. Surely, India too shall
not be immune to this. It shall be caught in the vortex of the game called globalization and as
experts predict, shall be at the helm of affairs (along with China) when it comes to world
economic affairs. In such a situation, we need to gear up to the future challenges and ensure
that we are not left behind in the race.
What we can do is, act now to overhaul our management education. As this paper amply
provides evidence for, management education in India suffers from a myriad number of
lacunae. It is absolutely imperative that our educationists, industry leaders, the government
10. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
and other stakeholders in management educations see the writing on the wall. Only by acting
now can we change the picture. Doing it before time runs out is the only solution to salvage
the situation and marching ahead.
References
Research Papers:
Banerjee, Arindam, (2009) “Impact of Globalisation on Business and Management
Education”
Bharathan, Vishwanathan and Deshmukh, Mangalgouri, (2009)“Role of Management
Education in India in Creating Enduring India Corporations”
Bowonder, B and Rao, SL, (2004)“Management Education in India: Its Evolution and
Contemporary Issues”
Joshi, Mahesh Chandra, “Impact of Globalization on Management
Education in India”.
Priya , Ashutosh , (2007)“Global World & Quality of Management Education in
India”.
Sriram, MS, “Rural Management Education in India: A Retrospect”, Indian Institute of
Management Ahmedabad, Apr 2007
Lectures:
Rangarajan,C, “RESPONDING TO GLOBALIZATION: INDIA’S ANSWER”, 4th
Ramanbhai Patel Memorial Lecture on Excellence in Education, Feb 25, 2006, Ahmedabad
Articles:
Basu, Arpita, “The Faculty is Flying In”, Outlook Magazine, Oct 11, 2010
Nayar, Lola, “Theories To Live By”, Outlook Magazine, Sep 27, 2010
Mukherjee, Arindam, “A Penny For Your Thoughts”, Outlook Magazine,
Sep, 27, 2010
11. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
Sharma, Arti and Nayar, Lola, “ Course Correction”, Outlook Magazine, Sep 2010
Westerbeck, Tim, “India: The Future of Management Education?”, Businessweek, Sep
17, 2010
“Top Indian Management Institutes for MBA, PGDM”, http://www.top-b-schools.2iim.com
Interviews:
“We Must Go Beyond Knowing...To Doing”, Interview with Prof Srikant M Datar by
Arindam Mukherjee, Outlook Magazine, Sep 27, 2010
Reports:
“Management Commission”, Knowledge Commission, Government of India
“REPORT OF THE WORKING GROUP ON MANAGEMENT EDUCATION”, Knowledge
Commission, Government of India
Johnstone, D Bruce, Arora, Alka and Experton, William, "The Financing and Management of
Higher Education: A Status Report on Worldwide Reforms", World Bank
Presentations:
Monippally, Matthukutty and Sahay, Arvind, "Management Education in India: An
Overview”
Prasad, Krishna, “Quality Assurance of Technical Education in India"
Web References:
http://www.indianmba.com/Faculty_Column/FC954/fc954.html
http://www.indianmba.com/Faculty_Column/FC324/fc324.htm
http://www.aima-ind.org/pdf/Director_Conclave_9_Paper.pdf
http://www.citehr.com/75481-impact-globalization-management-education-india.html
http://www.indianmba.com/faculty_column/fc631/fc631.html
http://www.dhan.org/tda/pdf/ms_sriram.pdf
12. “GLOBALIZING MANAGEMENT EDUCATION: ISSUES & CHALLENGES FOR
INDUSTRY & ACADEMIA”
__________________________________________________________________________________
Mr Abhishek Singh Chauhan, Ms Tweena Pandey, Mr Vibhuti Dabral, Ms Richa Kharayat, Ms
Rachana Kumari
http://www.outlookindia.com/article.aspx?267304
http://www.outlookindia.com/article.aspx?267125
http://www.outlookindia.com/article.aspx?267123
http://www.outlookindia.com/article.aspx?267117
http://www.businessweek.com/managing/content/sep2010/ca2010093_520557.htm
http://top-b-
schools.2iim.com/best_Indian_business_schools/top_management_institutes/top_india_MBA
_PGDM_b_schools_2.shtml
http://www.outlookindia.com/article.aspx?267118
http://www.knowledgecommission.gov.in/downloads/baseline/management.pdf
http://www.knowledgecommission.gov.in/downloads/documents/wg_managedu.pdf
http://www.worldbank.org/html/extdr/educ/postbasc.htm
http://www.pimnetwork.org/nuovo/files/direct/sahay_educationinindia.ppt
http://www.slideshare.net/Victoria71/quality-assurance-of-technical-education-in-india