The document provides a comprehensive overview of the evolution and structure of MBA programs, noting their origins in the United States and their expansion worldwide, including India. It discusses various types of MBA programs, their curriculum structure, accreditation bodies, and the importance of practical learning experiences. The document emphasizes the significance of MBA education in enhancing employability, highlighting the requirements and skills needed for successful graduates.

1. December 5, 2018
IBMR, Hubli
By Prof Chowdari Prasad, Bangalore

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3. Valuable Quote from Ajim Premji
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4. Master of Business Administration
 Originated in United States in the early 20th
century when the country industrialized and
companies sought scientific approaches to
management
 MBA program covers various areas of business such
as accounting, applied statistics, business
communication, business ethics, business
law, finance, economics, management, entrepreneur-
ship, marketing and operations in a manner most
relevant to management analysis and strategy.
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5. Management Education
 MBA is a terminal and professional degree,
Accreditation bodies ensure consistency and quality of
education.
 Business schools in many countries offer
programs tailored to full-time, part-
time, executive (abridged coursework typically
occurring during weekends) and distance learning,
with specialized concentrations.
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6. Beginning of MBA in USA
 The first school of business in USA was The Wharton
School of the University of Pennsylvania established
in 1881 through a donation from Joseph Wharton.
 In 1900, the Tuck School of Business was founded
at Dartmouth College conferring the first advanced
degree in business, specifically, a Master of Science in
Commerce, the predecessor to the MBA.
 The Harvard Graduate School of Business
Administration established the first MBA program in
1908, with 15 faculty members, 33 regular students and 47
special students.
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7. MBA in USA………2
 Its first-year curriculum was based on Frederick
Winslow Taylor’s Scientific Management. The
number of MBA students at Harvard increased
quickly, from 80 in 1908, over 300 in 1920, and
1,070 in 1930.
 At this time, only American Universities
offered MBAs. Other countries preferred that
people learn business on the job.
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8. B-Schools in other countries
 1950: First MBA outside of the United States, in Canada
(Richard Ivey School of Business at The University of Western
Ontario)
 followed by University of Pretoria in South Africa in 1951.[
 1955: First MBA offered at an Asian School at the Institute
of Business Administration Karachi at the University of
Karachi in Pakistan, in collaboration with the Wharton
School of the University of Pennsylvania
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9. B-Schools outside USA
 1957: First MBA offered at a European school (INSEAD).
 1963: First MBA offered in Korea by Korea University Business
School (KUBS).[
 17]
 1986: First MBA program requiring every student to have a
laptop computer in the classroom at the Roy E. Crummer
Graduate School of Business at Rollins College(Florida).
 Beginning with the 1992–1993 academic year, Columbia
Business School required all incoming students to purchase
a laptop computer with standard software, becoming the first
business school to do so.
 1994: First online executive MBA program at Athabasca
University (Canada).
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10. MBA Candidates world-wide
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11. International Accreditations
Association to Advance Collegiate Schools of Business (AACSB)
 Accreditation Council for Business Schools and
Programs (ACBSP), USA and
 International Assembly for Collegiate Business
Education (IACBE). USA
 Association of MBAs (AMBA), UK
 Council on Higher Education (CHE) in South Africa
 European Foundation for Management Development (EFMD)
operated European Quality Improvement System (EQUIS)
for mostly European, Australian, New Zealand and Asian schools
 Foundation for International Business Administration
Accreditation (FIBAA) and
 Central and East European Management Development
Association (CEEMAN) in Europe
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13. Management Education in India
 India’s first B-school, i.e., Commercial School of
Pacchiappa Charities was set up in 1886 in the southern
city of Chennai (Madras).
 In 1903, British government initiated Secondary School
level commerce classes at the Presidency College in
Calcutta with a focus on Secretarial practice, Business
Communication, Short hand, Typing, Correspondence &
Accounting.
 The first college level Business School was founded in 1913
in Mumbai i.e., Sydenham College. Soon followed by
another college in Delhi in 1920 as Commerce College, later
on it was renamed as Sri Ram College of Commerce.
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14. MBA in India……2
 The Indian Institute of Social Science founded in the year 1948 as India’s first
management program with an intention to train manpower for managing industrial
enterprises in India.
 Catholic community founded Xavier Labor Relations Institute (XLRI) at in 1949.
 Indian Institute of Social Welfare & Business Management (IISWBM) was set up
in 1953 at Calcutta. That was considered as India’s first official Management Institute.
 In 1957, two year MBA Full-Time programme was offered by Andhra University
 GoI obtained grant from Ford Foundation in 1961 to launch two (2) Indian
Institutes of Management, at Calcutta (West Bengal) and other at Ahmedabad .
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15. MBA / PGDM in India ……3
 The IIM Calcutta established in collaboration with the Sloan School of
Management (MIT) for faculty & pedagogy development in the year
1961, with an intention to focus on Quantitative & Operational aspects
of management.
 IIM Ahmedabad was founded in 1962, pioneered the case method of
teaching in India with an emphasis on Qualitative strategic-
integration.
 The mission of IIMs was to professionalize Indian Management
education through teaching, research, training, institution-building &
consulting with the support of expertise developed by pioneering IIMs.
 Two more IIMs were founded in Bangalore (Karnataka) & other in
Lucknow (U.P.) in 1973 and 1980 respectively.
 The Indian Institute of Forest Management (IIFM) was set up in
1982 in Bhopal (M.P.) as a leader in specialized management education
for the entire forestry system in India with the help of IIM, Ahmedabad
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16. MBA/PGDM in India……4
 In late 1990’s, two more IIMs were setup, one at Kozhikode (Kerala) &
the other at Indore (M.P.). Today, we have a total of 20 IIMs in India
 Growth both in numbers & status occurred during the 1990’s.
 A large number of multinational companies entered in India. Domestic
companies also followed to compete with multinational corporations.
Companies found that the graduates from commerce stream fell
considerably short of the demands of the executive positions in a
competitive world. They had good accounting skills but lacked requisite
marketing, behavioral, finance & operations skills. They were also weak in
oral & written communication, critical thinking & critical reading skills
and in Information technology.
 Consequently, rather incurring on training cost for commerce graduates
companies started offering huge premiums for MBA graduates.
Recognizing the success of MBA programs and demands from students
and employers, all Universities started looking at management education
as an academic discipline and started offering MBA & BBA programs.
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17. MBA / PGDM Status today……
 20 Indian Institutes of Management (IIMs)
 Indian Institute of Forest Management (IIFM)
 Institute for Rural Management, Anand (IRMA)
 Indian Institute of Foreign Trade (IIFT)
 Administrative Staff College of India (ASCI)
 Indian Institute of Health Management & Research
 MDI, XLRI, IMI, BIMTECH, MICA, TAPMI, IFMR,
SPJIMR, NMIMS, ISB, ICFAI, NAARM, EDI, XIME, XUB,
SIMSR, LBS, FMS, JBIMS, NIBM etc…. Offering PGDMs
 Public, Private, Deemed, Open, Central Universities
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18. Understanding MBA Aspirants…
GMAC Study Report
182/21/2020 Experience TAPMI - IMC Awards 2014

19. The MBA / PGDM Program
 Full-time MBA programs take place over two academic
years (i.e. approximately 18-24 months of term time)
 In 4 semesters / 6 trimesters with a three to four
month break in between years one and two.
 Students enter with a reasonable amount of prior real-
world work experience and take classes during weekdays
like other University students.
 A typical full-time, accelerated, part-time, or
modular MBA requires 60 credits (600 class hours)
of graduate work (about 1,000 hours in India).
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20. Different types of Programs
 Full-time MBA programs
 Accelerated MBA programs
 Part-time MBA programs
 Evening (second shift) MBA programs
 Modular MBA programs
 Executive MBA (EMBA) programs
 Sectoral (eg HRM/Fin/IT/Agri/BA/Travel/HCM) programs
 Distance learning / Online MBA programs
 MBA dual degree / Twinning programs
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21. The Program Curriculum
 In general, MBA programs are structured around core courses (an
essentially standard curriculum) and elective courses that (may)
allow for a subject specialty or concentration.
 In the program's first year , students acquire both a working
knowledge of management functions and the analytical skills
required for these, while in the second year , students pursue
elective courses, which may count towards a specialization.
 After the first year, many full-time students seek internships. The
degree culminates with coursework in business strategy, the
program capstone. A dissertation or major project is usually a degree
requirement after the completion of coursework. Many MBA
programs end with a comprehensive exit examination
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23. The Program Structure
 Analytical: Accounting, economics (managerial
economics, aggregate economics), organizational
behavior, quantitative analysis (operations research
and business statistics)
 Functional: Financial management, human resource
management, marketing management, operations
management
 Ethics: Business ethics, corporate social
responsibility, corporate governance
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24. Program Structure…2
 Electives:
 Common broad electives include: entrepreneurship ,
international business, management information
systems, business law, market research , organizational
design, negotiations, international finance, project
management, managing non-profits and real estate
investing.
 Additionally, many other elective options of a more
specialized nature are offered by various institutions.
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25. Program Structure…3
 Capstone
 Strategy: Strategic management and business
leadership.
 Research: Research methodology and
dissertation/major project.
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26. Program Structure…4
 Common MBA Specializations/Concentrations:
 Accounting, Entrepreneurship, Finance (including
Corporate Finance and Investment Management),
International Business, Healthcare Administration,
Human Resources, Management Information Systems,
Management Science, Marketing, Operations
Management, Organizational Design, Project
Management, Real Estate, Risk Management and
Strategy, among others.
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27. Curriculum and Pedagogy
 Programs are designed such that students gain exposure to
theory and practice alike.
 Courses include lectures, case studies, and team projects; the
mix though, will differ by school and by format.
 Theory is covered in the classroom setting by academic
faculty, and is reinforced through the case method, placing the
student in the role of the decision maker.
 Similar to real world business situations, cases include both
constraints and incomplete information.
 Practical learning (field immersion) often comprises consulting
projects with real clients, and is generally undertaken in teams
(or "syndicates").
 The practical elements (as well as the case studies) often involve
external practitioners—sometimes business executives—
supporting the teaching from academic faculty .
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29. The Resources
 Faculty – Permanent / Adjunct / Visiting / Guest
 Library – Books, Reference Material, Journals,
Newspapers, Research Reports, Periodicals, etc
 Computer Lab – IT Systems, Internet, CDs, Videos,
Databases, Software, etc
 Quizzes, Assignment Submissions, Field Visits, Project
Work, Survey Reports, Team Work, Submissions,
Presentations, Guest Lectures, etc
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32. How to Improve Existing Level of
COMMUNICATION?
IMPROVE LANGUAGE – VERBAL, WRITTEN or BODY!
IMPROVE PRONUNCIATIOON.
WORK ON VOICE MODULATION.
WORK ON BODY LANGUAGE.
READ MORE
LISTEN MORE
AVOID READING OR WATCHING OR LISTENING UNWANTED LITERATURE,
GOSSIP, MEDIA PRESENTATION ETC.
INTERACT WITH QUALITATIVE PEOPLE.
IMPROVE ON YOUR TOPIC OF DISCUSSIONS
PRACTICE MEDITATION & GOOD THOUGHTS.
THINK AND SPEAK.
DO NOT SPEAK TOO FAST.
USE SIMPLE VOCABULARY.
DO NOT SPEAK ONLY TO IMPRESS SOMEONE.
LOOK PRESENTABLE AND CONFIDENT.

33. Extra &
Co-Curricular
Activities
Sports n
Culturals
Assignments n
Presentations
Attendance,
Classes
Clubs and
Media Relations
Hostel life,
Discipline
Industry
Interface
Soft Skills Training,
Mock GDs and
Personal Interviews
Case Studies
Inter-College
events, Seminars,
Industry Interface
B-Schools Ranking
Surveys, etc
Program Fees,
Bank Educational
Loans
Scholarships and
Awards
Placements n
Internships
Tests n Exams Contemporary
Curriculum
Research & Publishing
Mentoring n
Counselling
Alumni Relations
Sports n Games

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35. Accreditation of MBA in India
 All India Council for Technical Education, (AICTE)
 University Grants Commission (UGC)
 Association of Indian Universities (AIU)
 Distance Education Bureau (DEB)
 National Board of Accreditation (NBA)
 National Assessment and Accreditation Council (NAAC)
 South Asian Quality Systems (SAQS)
 ISO Certification, CRISIL, ICRA, NIRF (MHRD) and
other B-School Rankings, Ratings, Grading, Listings
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36. Best B-Schools Ranking Surveys
 Business Today
 India Today
 Business India
 Business World
 Business Standard-AIMA
 Outlook India
 The Week
 CSR-GHRDC
 Dalal Street Investment
Journal
 MBAUniverse.com
 Careers360.com
 NHRDN
 NIRF
 CRISIL Grading
 Times of India
 Economic Times
 T.I.M.E. Categorisation
 Eduniversal
(International)
JKSHIM MBA 2018 Admissions 36

37. The Outcome : Placements
 Ultimate goal of MBA degree is career and placement
 Maintain consistency of scores / grades beginning with
SSC / PUC / Degree / all Terms or Semesters in MBA
 Participate in as many extra-curricular activities
 Be a Club Member, Office Bearer, Sports / Culturals
 Attend all Guest Lectures, Special Events of Institute
 Carry out with focus the Internship and the Report
 Excel in writing an excellent CV, GDs, Pis, Quizzes
 Dream an area and a company and do in-depth research
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40. Employability of MBA Grad’s
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42. 422/21/2020 Experience TAPMI - IMC Awards 2014 Source: CRISIL Research Report

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46. Some suggestions : Do’s & Don’ts
 Maintain 100 per cent attendance throughout 2 years
 Be attentive in the class sessions n case discussions
 Be communicative with teachers, students, Speakers
 Be positive, creative, innovative, sincere and honest
 Observe a well planned day thro’ Time Management
 Submit professionally written assignments in time
 Attend all events, quizzes, presentations, guest lectures
 Don’t waste time on mobile, laptop, movies n parties
 Be focussed on achieving the goal of an excellent job
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48. What Every MBA Student in the World Needs to Know
Prof Sandeep Krishnamurthy
http://faculty.washington.edu/sandeep
 What you are learning in school is analysis. You are being
taught tools and techniques.
 Analysis is just one of the ingredients in the recipe.
 You may have the best analysis in the room. However, if
your analysis is not heard and taken seriously, it is of no
value.
 Too often, talented people with the best answers sit in
the back of the room while hacks run the show. If you
enjoy the view from the back, getting an MBA will not
change anything.
 A MBA degree only works if you are willing to transform
yourself. Are you?
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49.  You will not succeed if you do not show initiative. I have met
many smart people who are simply not interested in following
through on their ideas. The result? They languish, get bitter and
drink too much.
 You better have a passionate belief in your ideas, if you
want others to take them seriously. Just ask Art Fry-the
inventor of the Post-it Note who had to fight 3M
bureaucracy to get the idea through.
 To succeed, you will have to be cheeky. And, stubborn as a mule.
Persist. Win them over with charm.
 History teaches us that smart people have made bad calls.
Thomas Watson, Chairman of IBM once said-“I think there
is a world market for maybe five computers.” So, believe in
your ideas and go for it.
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50. Stay Current
 Here is a quick quiz
1.Do you have a blog?
2.Have you added a screenshot to a Power point
presentation?
3.Have you downloaded a free e-book before?
4.Do you know how to limit your Google search to .pdf
files?
5.Have you modified a Wikipedia page?
 If you scored 0, 1 or 2 on the quiz, you are obsolete. Find a
way to get current.
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51. You’ve got to take smart risks
 Something dragged you to an MBA program. It was
perhaps a desire to outgrow a niche or to jumpstart a
career. Don’t lose that.
 Take smart risks-with yourself and your career. That’s
Nicole Evans, founder of iVillage, by the way.
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52. Don’t stop dreaming
 I think we spend too much time talking about vision and too little
talking about dreams. Dreams drive achievement.
 NarayanaMurthy is an Indian electrical engineer who grew
up in a typical middle-class family. What made him different
was that he dreamed of building a world-class company.

 In 2006, the annual revenue of Infosys, the Bangalore-based
company he founded, was US $2.15 billion. Murthy is now in the
global “Top 10 Most Admired CEOs” list and is worth billions.
 Imagine the number of people who must have told him that
he was dreaming if he thought a world-class company could
be based in India. He kept on dreaming and inspired an
entire generation of Indian entrepreneurs.
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54. Questions

55. AGENDA FOR ASPIRING
MANAGERS TO ACHIEVE SUCCESS
 1. Team Work
 2. Communication Skills
 3. Active Listening
 4. Commitment
 5. Motivation
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56. EmployabilityEmployability
is a set of
 skills,
 understandings and
 personal attributes
that make youth more likely to gain employment
and be successful in their chosen occupations,
which benefits themselves, the workforce, the
community and the economy.’ -Yorke
“To be employed is to be at risk,
to be employable is to be secure”
Imparting Employability into
students about to be graduated is
“unknown” in 90% educational
institutes in India
Quantifying the “employability” in the context of
Industry vertical & specific role is limited to few
“experts” and manually driven process today.
EMPLOYABILITY
GAPS
Peter Hawkins
“To create and sell a low cost/ high volume Technology driven product to
determine the Attitude, Knowledge and Skill level of the student/prospective
employee which facilitates the hiring decision of the employer and enables
him to focus on correct training techniques/methodology.”
OPPORTUNITY

57. What Corporates Say ?
Dabur India feels that it is important to check candidates for their ability to be team players. The ability to
interact and understand other cultures has also been mentioned as an important attribute.
CRISIL, Mumbai indicates, “Students who appear for the interview should possess sound
knowledge of fundamentals they have learnt in school/college. Often basic knowledge
in their subject of graduation/post graduation is missing.”
Philips, Mumbai argues, “Competencies are difficult to assess through a Group
Discussion/Personal Interview. They are inferred through students who
have worked with you or through psychometric tests.”
Hyatt, Calcutta on the other hand expresses, “Prospective students should have
some work experience even if it is for three months.
According to Proctor & Gamble (P&G), Mumbai, “Sustained leadership roles/activities
are important criteria for selection. At summer/final placement, P&G conducts
written and psychometric tests for filtering candidates”
Eveready Industries, Calcutta states, “Group tasks should also be included as a filter
in the selection process. Students should be given a specific task,
which needs to be completed in a limited period of time with a team
Bata India, Calcutta contends, “Before the final selection, short listed candidates
should have a one week exposure in a company so that they know what they are heading for
Dabur,
India
Philips,
Mumbai
Proctor &
Gamble (P&G),
Mumbai
Bata India,
Calcutta
CRISIL,
Mumbai
Hyatt,
Calcutta
Eveready
Industries,
Calcutta

58. Employer’s Understanding Employability Problem
HJ NP AK Gerald
Unable to work with least possible
supervision
Lack of communication skills Lack of learning attitude Improper handling of teams
Lack of basic computing Lack of reasoning skills Lack of proactive thinking Lack of team work
Lack of basic spellings, basic English Lack of a systematic approach Lack of communication skills Lack of right attitude
Lacking understanding of Basic Math
Not maintaining notes and their
reference
Lack of English proficiency Lack of respect for others
Lack of Basic reading Making similar mistakes often
Lack of problem solving
approach
Lack of patience
Does not check enough, read manuals No innovative thinking Cannot handle pressure Lack of in depth knowledge
Argumentative “I thought so“
syndrome
No accountability Do not take responsibility Lack of trust on teammates
Fearful of asking / Feels embarrassed
to ask
Do not want to be answerable for
mistakes
Not maintaining proper
documentation
Poor response time
Does not maintain notes & refer notes
if he maintains
Fail to see bigger picture
More theoretical than
practical
Not straightforward Lack of learning attitude
Forgetful
Lack of proper
communication
Lack of respect and understanding of
safety
Casual approach
Wants an easy way or easy life Poor Presence of mind
Does not have integrative power Unfamiliar with reporting
Cannot map how his work effects
others
Inflexibility

59. Student’s Understanding Of Employability Problem
Mukund (B.Com)
Pawan (Engg
Graduate)
Abhijit (MBA) Piyush (MBA) Noel (MBA) Purva (Engineer)
Lack of practical
knowledge
Lack of practical
exposure
Lack of right attitude
Lack of
communication skills
Low self confidence
Unable to apply
knowledge
Lack of exposure Lack of confidence
Lack of
communication skills
Lack of reasoning
skills
Unaware of systems
Lack of practical
approach
Lack of English
proficiency
Lack of technical
knowledge
Lack of team work
No knowledge of MS-
Office
Lack of vision
lack of
communication
skills
Lack of learning
attitude
Lack of presentation
skills
No persuasive skills
Lack of
communication
skills
Lack of work ethics
Limited knowledge of
MS-Office
No note making skills
Lack of
comprehension
skills
Lack of proactive
thinking
No reference of notes
to problems
Low self confidence
No reading habit
Unable to take
pressure
Lack of teamwork
Not able to see bigger
picture

60. Education Provider’s Understanding Of Employability Skills
Dr. Shiurkar Dr. Vaidya Sanjeevani edu. Society Namrata Mam
No knowledge oriented approach of
the students
Lack of awareness
Institute do not know what employers
need
Poor communication skills
Lack of experienced teachers
Lack of experienced
teachers
Not able to cope up with technological
advancements
No career counselling approach
in institutions
Lack of problem based learning Obsolete syllabus
Lack of practical knowledge &
exposure
Lack of proper attitude
Weak analytical ability Lack of logical reasoning Faulty Government norms Lack of values and ethics
Poor communication skills Lack of proper attitude
Teachers have no practical or industry
experience
Lack of reading habit
Poor quality of education Poor communication skills Secondary education is not proper Lack of practical training
Inconversant with IT - MS-Office and
analytical tools
Lack of practical knowledge
& exposure
Quantitative vs Qualitative approach Lack of experienced teachers
Lack of developmental pressure Tardiness No employer engagement
Secondary education is not
proper
Not serious on careers Lack of proper attitude
Language of study at secondary
schools
Lack of commitment
Lack of confidence
Lack of sincerity
Poor communication skills
No employbility culture
Lack of problem based learning

61. Employability Gap – Cause 1
Education System - Designed in Industrial Age &
Continued till date
“Severe”
Employability
GapLimited & Manageable Skill
Gap
Industrial Era
Corporate World
Transformed from Industrial Era and is Globalized with Disruptive Innovation
Today

62. • 5194 engineering &
technology
institutions in 2012
• Approved intake
increased from 4.75
lakh in 2007 to 10.66
lakh in 2011-12
Mindless expansion of
the technical education
system Imparting Education with Poor
quality skilled staff [ and many are
understaffed ]
• A vast majority of students coming out of
these colleges, which act more like
coaching centres for prescribed syllabi,
lack the true qualities expected of an
engineering graduate and hence are
unemployed or severely underemployed.
Employability Gap – Cause 2

63. Thank you IBMR, Hubli
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