with reference to post graduate management institutions in mangalore.

1. PAPER ON
“Role of Education Institutions in Promoting
Entrepreneurship: With reference to Post
Graduate Management Institutions in Mangalore
City”
SUBMITED BY :NIRANJANA .K
SHARATH .K.L
AJ INSTITUTE OF MANAGEMENT
KOTTARA CHOWKI, MANGALORE.
EMAILID :niranjanpk97@gmail.com
Sharathjain46@gmail.com

2. TABLE OF CONTENT
1. Abstract
2. Introduction
Literature review
Significance of the study
Objectives of the study
Methodology
Limitation of the study
3. Research analysis and interpretation
4. Suggestions
5. Conclusion
6. Bibliography

3. ABSTRACT
Entrepreneurship education is considered as one of the most influential forces that determine the
health of the economy. Hence, ignoring controversies on whether entrepreneurship can be taught,
the majority of the top business schools in India offer entrepreneurship education with tailored
elective courses to inculcate a wide range of skills encompassing a multi-disciplinary approach
among mature management students. This indicates that while there is a lot of emphasis on
entrepreneurial education in the country, it is however not leading to the desired growth in terms
of enterprises. Perhaps one of the reasons is the instructional pedagogy followed. Why and How
are we teaching entrepreneurship as a subject still needs enlightenment and a lot of practical
work needs to be in the university system to be able to motivate entrepreneurial intentions among
youth in higher education and in the process developing skilled graduates who could think
creatively to generate business ideas that shall enhance economic growth, empower them and
create jobs for others. In this context, the present article aims to qualitatively review the current
entrepreneurship education regime in management colleges to propose an effective ecosystem
for integrating and promoting entrepreneurship education as fundamental to mainstream business
education.
Introduction:
Education is an important factor in determining the entrepreneurial orientation in individuals.
Education may be in the form of informal or formal. The informal form of learning stresses the
importance of early role models and reinforcement patterns on the acquisition and maintenance
of entrepreneurial behavior. Role models could be parents or peer groups that provide
socialization training in entrepreneurship. Formal education is also positively correlated with
entrepreneurship. It has also been reported that entrepreneurs of healthy units, on an average, had
a higher level of education compared to those who own sick units
In India, the role of higher education institutions is undergoing a fundamental change to better
encourage and support young entrepreneurs. Traditionally, students in higher education
institutions were exposed to that were limited to their specific domain. For example, students of
management received management-based education and learned about common management-
focused practices, with training limited to the domain-specific skills required by companies.

4. However, such training is not sufficient for pursuing entrepreneurship. Unless domain
knowledge is accompanied with knowledge and hands-on experience in the world of business, it
is difficult for educational institutions to create large cohorts of entrepreneurs that will succeed in
the long run.
Globalization is characterized by increasingly strict demands of business practice towards
employee efficiency and effectiveness, and experience in human resource management has
shifted the focus on complete capability of an individual to perform a competitive job.
Constant change in the labor market is an imperative of all organizations. Organizational,
technological and process changes require and drive the development of new competences,
therefore organizations have the task to enable and empower their employees to continuously
develop. Higher education institutions play an important role in all this, by implementing new
study programs that will provide their graduates with certain knowledge and skills, based on
which they can develop competences in a particular area and thus competitive in the labor
market. Competitive advantage of an economy is founded on the development of
entrepreneurship. Consequently, education for entrepreneurship is based on the required
entrepreneurial competences on all levels of education.
An environment where entrepreneurship can prosper and where entrepreneurs can try new ideas
and empower others needs to be ensured. Education needs to address the development of skills
required to generate an entrepreneurial mindset and to prepare future leaders for solving more
complex, interlinked and fast-changing problems. Education needs to come back to the top of the
priorities of governments and the private sector and be seen as the fundamental mechanism for
attaining sustainable economic development and societal progress.
Literature review
Bechard and Toulouse (1991) draw on a framework from the educational sciences to contrast
four educative orientations. Three of these, conformist, adaptive and transformative, are
pedagogical approaches which focus on course content. The alternative orientation, as an
androgogical approach, emphasizes process. The authors suggest that, unfortunately, the

5. pedagogical model is the dominant model in entrepreneurship courses and recommend a
transition to the alternative orientation.
Ulrich and Cole (1987) emphasizes the importance of successful learning experiences in
generating and increasing interest in entrepreneurship. Dana's paper (1987) also suggests that
entrepreneurial learning style preferences are consistent with active participation and that
increased opportunities to participate in the classroom would increase student awareness and
enhances the ability to learn from experience. Dana further argues that the emphasis should be on
improving entrepreneurial skill development and on the importance of learning the skill to learn
as an ongoing process rather than on traditional management course content.
Ivancevich (1991), Ronstadt (1987), McMullan and Long (1987), McMullan (1988) and
Plaschka and Welsh (1990) discuss the emergence of entrepreneurship as an academic
discipline and its role within the traditional business school structure. Each highlights the
growing body of entrepreneurship literature and systematic theories necessary for recognition as
an established discipline. Each also emphasizes a particular aspect of the role of entrepreneurship
education.
Plaschka and Welsch (1990) posit two frameworks of entrepreneurship programs. The first
combines the dimensions of number of entrepreneurship courses and degree of integration. The
second combines the dimensions of number of disciplines and transition stages in a firm. The
value of the models lies in their usefulness, individually Harrison and Leitch (1994) argue the
need to utilize recent developments in the field of leadership research when studying
entrepreneurship. The authors suggest that leadership and organizational transformation and
continuous learning are themes that reflect the new paradigm associated with entrepreneurship
education. or in combination, in studying and designing entrepreneurship programs.
Hood and Young (1993) develop a theoretical framework consisting of four primary areas
where successful entrepreneurs must be developed. The areas are content, skills and behaviour,
mentality, and personality.
SIGNIFICANCE OF STUDY:

6. Entrepreneurial knowledge acquired by students at higher education institutions should not be
limited to theory; rather, it should be practice-oriented and applicable for innovation and
devising new business processes. The basic goals of entrepreneurial education include acquiring
knowledge on entrepreneurship, developing competences for creation of opportunities,
introducing change in complex circumstances, and encouraging entrepreneurial behavior towards
startup of new business rather than working under existing business. The expected outcome of an
entrepreneurial program is an increased level of entrepreneurial competences, which in turn
ought to increase the employment prospects for young people
OBJECTIVES OF THE STUDY:
The following objectives are considered for this research study:
 To study the importance and need of entrepreneurial education in higher education
 To study the opinion survey of management students to understanding ongoing education
pedagogy adopted in management institutions.
 To probe the challenges / problems and suggest remedial measures for strengthening the teaching
methods of entrepreneurship education in India.
METHODOLOGY:
The study was conducted in Mangalore city, covering three Post graduate management colleges
affiliated to Mangalore University and vishweshwarayya Technology University. For the
purpose of the study, primary data was collected through administrating a well- structured
questionnaire from 45 respondents. Three colleges selected by random sampling method.
Secondary data were also collected from published sources such as journals, magazine and
websites. Microsoft excel was used for processing and analyzing the survey data.

7. LIMITATION OF THE STUDY:
 The study is limited to institutions located in Mangalore City
 The present study was conducted on a very small sample and was restricted to the students of
management colleges operating in Mangalore city. Therefore, the result cannot be generalized
without conducting further research
 Time was a major constraints for carrying an in-depth study on this topic
Role of Higher Education Institutions in Promoting Entrepreneurship in
India;
Education is an important factor in determining the entrepreneurial orientation in individuals.
Education may be in the form of informal or formal. The informal form of learning stresses the
importance of early role models and reinforcement patterns on the acquisition and maintenance
of entrepreneurial behavior. Role models could be parents or peer groups that provide
socialization training in entrepreneurship. Formal education is also positively correlated with
entrepreneurship. It has also been reported that entrepreneurs of healthy units, on an average, had
a higher level of education compared to those who own sick units
In India, the role of higher education institutions is undergoing a fundamental change to better
encourage and support young entrepreneurs. Traditionally, students in higher education
institutions were exposed to that were limited to their specific domain. For example, students of
management received management-based education and learned about common management-
focused practices, with training limited to the domain-specific skills required by companies.
However, such training is not sufficient for pursuing entrepreneurship. Unless domain
knowledge is accompanied with knowledge and hands-on experience in the world of business, it
is difficult for educational institutions to create large cohorts of entrepreneurs that will succeed in
the long run.

8. FINDINGS:
 69 percent respondents interested and want to start their own business.
 Most of the respondents 77 percentage share that their Institute conduct entrepreneurship
programmes or activities in campus.
NO
17%
YES
83%
yes
77%
no
23%

9.  Most of the respondent (60 Percentage) agreed that financial problem is one of the important
problem which make them to not to become success entrepreneur.
 Majority of the respondents (62 percentage) not aware of function of MSME or their
Schemes or Programmes
15%
15%
59%
11%
what is your opinion about startup
business?
Risk
Uncertainty of return
financial problems
government policy
38%
62%
Are you aware about MSME
programmes?
yes no

10.  83 percentage respondents feel that higher education is helping them towards to become
entrepreneur.
 Mangalore is the place of full of opportunity for business, so 77 percentages believe that there is
chance to start business in this region.
 90 percentage of respondents feel that doing right business in Mangalore can make them to earn
good revenue rather than working in other company.
SUGGESTIONS:
 The educational institution/ university should design curriculum such that they have scope of
creativity and innovation.
 There should be reward or rating s system to that institute who promote and actively support post
graduate entrepreneurship, so that the entire institute can contribute maximum towards it.
 Institute should take initiatives to appointment expert career development staff to guide the post
graduate students towards learn entrepreneurial attitude and entrepreneurship support activities.
 Activity based teaching methods should be employed so that individuals could learn while
experimenting.
 Facilities for business incubation must be provided in the campus or in the form of assistance
offered to gain access to external facilities and start up government schemes.
NO
17%
YES
83%
Whether your higher education
helpful for starting new business?

11. Conclusion
From this study it is known that students are in lack of confident and knowledge for establishing
new business . And institutions fail to know about the actual need and to be thought in real time
basis knowledge. because the syllabus or the class room teaching gives only the base idea rather
than the real time risk and resolving ideas faced by an entrepreneur . study made with the
Mangalore base students opinion are about give the actual problems and management skill
building by the real time examples rather than teaching something beyond the reality because
any past researches and theory doesn’t work in modern Compititive environment. In this way,
the role of most higher education institutions in Mangalore goes beyond just teaching and
awarding degrees to more broadly influencing the economic development of the country.
BIBLIOGRAPHY
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http://www.nsi.bg/en/content/11536/indicators-europe-2020-strategy
International Journal of Engineering and Management Research, Vol. 2, Issue-5, October 2012
ISSN No.: 2250-0758 =Entrepreneurship Education in India – Scope, challenges and Role of B
Schools in Promoting Entrepreneurship Education- Anise Rehman and Dr.Yasir Elahi
DASTI. 2016. Entrepreneurship and Start-Up Activities at Indian Higher Education Institutions.
Copenhagen: Danish Agency for Science, Technology and Innovation (DASTI).
http://icdk.um.dk/en/news/newsdisplaypage//~/media/icdk/Do cuments/Copenhagen/microsoft-
word-india-analyse-docx.pdf
DST. 2016. Technology Business Incubators. Department of Science & Technology (DST).
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http://www.ey.com/Publication/vwLUAssets/EY__Higher_education_in_India/$FILE/EY-
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