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MANAGEMENT
EDUCATION
IN ANDHRA
PRADESH

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Chapter–I
INTRODUCTION
The objective of this chapter is to review Management Education in India
and Andhra Pradesh. The study emphasizes on the issues covering the education
system, Management Institutes in India, employability situation in Andhra Pradesh
and various other issues of concern.
1.1. MANAGEMENT EDUCATIONIN INDIA: AN OVERVIEW
Management Education in India formally began in 1953 at the Indian
Institute of Social Welfare and Business Management (IISWBM) – the first B-
School established by the Government of West Bengal and Kolkata University.
However, a few institutions like Tata Institute of Social Sciences (1936) and Xavier
Labour Research Institute (1949) had already started training programmes for
managers in personnel function well before the formal launch of first MBA
programme at IISWBM. IISWBM experiment of offering two-year, full-time MBA
programme was followed by Delhi University (1955), Madras University (1955),
Bombay University (1955) and Andhra University (1957). A few other institutions
like Administrative Staff College of India Hyderabad (1956), All India Management
Association (1957), and National Productivity Council (1958) were established to
promote excellence in management practices, research and education.

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The Government of India launched Indian Institutes of Management (IIMs) as
centres of excellence in Management Education in the early 1960s. The first Indian
Institute of Management was set up in Kolkata in 1961 and second in Ahmedabad in
1962. Elite club of IIMs added new members in 1973 (IIM, Bangalore), 1984 (IIM,
Lucknow) and 1997-98 (IIMs Khozhikode and Indore). Currently there are 12 IIMs in
the country. Over the years, IIMs have evolved as great brand in Management
Education across the globe and an enviable benchmark for other institutions in terms of
quality of faculty, students, curriculum and placement.
Responding to huge demand for managers, many universities started MBA
programmes in 1960s and 1970s. Notable entrants in the Management Education were
Cochin University of Science and Technology (1964), Osmania University (1964),
Allahabad University (1965), Punjab University (1968), Banaras Hindu University

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(1968), University of Pune (1971), Kurukshetra University (1976) etc. By 1980,
several state universities across the country started offering MBA programmes.
Initially, MBA programmes were part of the Commerce Departments. However,
most of the universities have now created Faculty of Management Studies, thus
giving due credence to Management education.
1.2 ORIGIN OF MANAGEMENT STUDIES AS A DISTINCT DISCIPLINE
Management as a discipline refers to that branch of knowledge which is
connected to study of principles and practices of basic administration. It specifies
certain code of conduct to be followed by the manager and also various methods for
managing resources efficiently.
Management as a discipline specifies certain code of conduct for managers
& indicates various methods of managing an enterprise. Management is a course of
study which is now formally being taught in the institutes and universities after
completing a prescribed course or by obtaining Degree or Diploma in Management,
a person can get employment as a manager.
Any branch of knowledge that fulfils the following two requirements is known
as discipline:
a. There must be scholars and thinkers who communicate relevant knowledge
through research and publications.
b. The knowledge should be formally imparted by education and training
programmes.

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Management Studies satisfies both these problems, therefore it is qualified to be
a discipline. Though it is comparatively a new discipline but it is growing at a faster
pace.
1.3 CURRENT SCENARIO OF MANAGEMENT EDUCATION
MBA education in India is presently passing through a glorious phase with a
large number of colleges, courses and study options. As the job market for
management professionals has been strengthened because of the arrival of numerous
multinational companies, there is no need to make a trip to outside of the country for
a lucrative career. Various MBA colleges in India have also made a big contribution
in popularizing such education among budding students through their world class
infrastructure, teaching standards, course structure and placement record. The key
goals of Management Education is to develop an understanding of organization,

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impact organizational practices, anticipate and influence change in organizations to
develop leaders for organizations and develop an entrepreneurial mind-set.
1.3.1 Importance of Management Education
As the business world is filled with challenges and risks, the purpose of
Management Education is to prepare students thoroughly to face these challenges
and take the risk by the horn. B-Schools/Management Schools should emphasize on
training management teachers. They should redesign Management Curricula in tune
with the changing dynamics of the global business environment. In short, Managing
Education could become a diagnostic tool for all problems of the globalized world.
Through case studies, the teaching community not only prepares students to meet
the challenges of the changing times but also helps them in identifying and choosing
a career to suit their knowledge, skills and aptitudes. 1
1.3.2 Required Elements For Upgrading Management Education
Management Education is basically a service. Quality of a service is difficult
to measure in comparison to products due to the fact that services are intangible.
The specific characteristics of services such as intangibility, inseparability,
heterogeneity and perishability make it difficult to assess their quality. It means that
the quality of Management Education would largely depend on its pedagogy.
Quality enhancement in Management Education would constitute the improvement
in all facets of providing Management Education. 2
1.4 PRESENT SITUATION IN INDIA
Today managers are in great demand in every sector of economy. India
needs a huge number of managers every year who are trained for business and for

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management and the demand will continue for coming years. But it is a matter of
concern whether the demand is for what they have been taught. In Management
Education, ‘quality’ has become a necessity. To make India an intellectual capital of
the world, we have to create a dynamic environment, which can encourage superior
quality Management Education colleges and efforts should be made to breathe life
into Management Education.
The Indian Institutes of Management (IIMs) located at Ahmedabad, Kolkata,
Bangalore, Lucknow, Indore, Kozhikode and Shillong are institutions of excellence,
established with the objectives of imparting high quality management education and
training, conducting research and providing consultancy services in the field of

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management to various sectors of the Indian economy. These Institutions are
recognized as premier management institutions, comparable to the best in the World
for teaching, research and interaction with industries. All the IIMs are registered
Societies governed by their respective Board of Governors.
During the XI Five Year Plan, six new IIMs have been set up at Rohtak
(Haryana), Raipur (Chhattisgarh), Ranchi (Jharkhand), Tiruchirappalli (Tamil
Nadu), Kashipur (Uttarakhand) and Udaipur (Rajasthan).
IIMs conduct Post-graduate Diploma Programmes in Management,
fellowship Programmes in Management, Short-term Management Development and
Organization based programmes as well as carry out Research and Consultancy for
the industry.
These Institutions also conduct research to cater to the needs of non-corporate
and under-managed sectors, viz. Agriculture, Rural Development, Public Systems
Management, Energy, Health Education, Habitat, etc. IIMs being role models have
shared knowledge and skills with other institutions to improve their quality and
standards in Management Education. IIMs have earned an international reputation for
the quality of their alumni. Apart from IIMs Management Education id offered by
university Management department in campus, affiliated college of universities.
Moreover, autonomous institutes approved by AICTE, universities running
distance education program and open mode like IGNOU, Delhi University,
Kurukshetra University, ICFAI and several others are also offering courses in
Management Education. Some recognized institutes and universities are also
offering 3 years part time program in the evening colleges for working executives.
Foreign universities having collaborations in India and those having students
exchange program with limited-time studies abroad are also imparting Management

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Education. New private universities like ICFAI (a national brand), Amity and
several others are now coming up.
Management Education is considered as elitist as it attracts young men and
women which are usually motivated by the positive consequences associated with
Management Education. In India higher education especially Management Education is
witnessing a exponential growth in terms of number of institutes imparting Management
Education which are usually termed as Business School. This research work tries to
explore the present situation of Management Education in India after

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financial turbulence of the USA and the case like Satyam in India. This work also
studies the trends prevailing in Management Education in India, and tries to find out
implication of Management Education in India on Industry and individuals. Further
it tries to study emerging issues of Management Education, and to find
implementation of possible direction and policy towards improvement of
Management Education in India. This work will fill the gap as existing literature has
not much represented much of work in this area.
1.4.1 Mushrooming ofBusinessSchools and Management Education Institutions
Business schools and Management Education institutions are mushrooming
not only in affluent areas, equipped with advanced academic institutions of
international repute, but also in poor, developing countries, quite often under corrupt
and authoritarian regimes. Mushrooming of Business schools has raised new issues
and challenges. Scope of activities in a modern Business school is highly
heterogeneous and has to change constantly with the market. But this is possible
only if the Business schools are free to operate their activities. Considerable degree
of academic and business autonomy is a pre-requisite for the development of
institutions of higher learning in Management. Autonomy results directly from the
pre-dominantly market driven character of Business schools’ activities, and its
dependence upon external, outsourced resources. Autonomy is also needed to
maintain a boundary less and flexible character of the schools’ operations.3
1.4.2 Structure of Management Education
To realize the full potential from the resources devoted to Management
Education, all Management Education organizations have to be brought in line with
the governance norms suggested by the Group. There are presently six types of
Management Education organizations. These are:

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1. Indian Institutes of Management (IIMs) set up by the Government
of India
2. University Departments of Management Studies
3. Colleges (Government or private) affiliated to universities
4. Private or government institutes approved by the All India
Council for Technical Education
5. Private colleges or institutes not affiliated to any universities
nor approved by AICTE

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1. Private colleges or institutes offering MBA courses in India in
collaboration with foreign universities, where degree / diploma /
certificate is awarded by the foreign university.4
Recognizing the success of MBA programs and demands from students and
employers, universities started looking at Management Education as an academic
discipline and started offering MBA & BBA programmes.5
1.4.3 Regulation of Management Education
Regulation of Management Education began in 1987 when All India Council for
Technical Education (AICTE) was formed and Management Education was taken as
part of the Technical Education. AICTE helped in regulating the B-Schools in terms of
governance, accountability, transparency in admission and programme administration,
infrastructure, students-faculty ratio, curriculum, library, laboratories, grant-in-aid for
organizing seminars, conferences, faculty development programmes, setting up of
entrepreneurship development cell, institute-industry interface cell etc. Although
AICTE has laid down standards which are not difficult to follow, many institutes do not
comply with the prescribed standards once they get approval.6
1.4.4 Role of Management Education in Indian Transformation
Management has been a key driver of human Resource Development and,
along with technology in the wider sense, impacts on and shapes the culture.
Management Education produces some brilliant students and produce path breaking
research in the country that can cause global difference.

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In fact, Management Education could significantly contribute to the
economic growth, if properly guided and administered. Throughout history,
Management has been a key driver of human development and, along with
technology in the wider sense, impacts on and shapes culture. All this did not matter
until the economic recession shattered the dreams of the middle class. The boom
period accepted even the semi-literate management graduates who lacked the
employable skills. While the effort predates our independence, questions remain
about the ability of the present framework of Management Education to respond to
national requirements in adequate measure.7
The quality of teaching and employability of graduates is one aspect of it; the
dearth of qualified and motivated faculty is another. It is for this reason that the

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National Knowledge Commission called for “a new paradigm in regulation,
accreditation, governance and faculty development” 8 across the Management
Education spectrum. Technology change and management knowledge have become
important engines for economic growth.
No doubt that Technology is a tool that involves hardware and an algorithm
of some kind. Its use is also accountable by its incorporation in the value adding
process. India has the potential to be a global technology leader. The Indian
economy has been growing at the rate around 7-8 percent per year. The Indian
industry has also become globally competitive in several sectors and can increase its
global market share, provided above mentioned major issues of Management
Education is resolved through appropriate policies and strategies concerning
Management Education in the country. In this way human resources in the country
can be developed to the desired extent of India’s economic development.
1.5 MANAGEMENT EDUCATION– EMPLOYABILITY
Management Education is now under a confused stage of identifying what kind
of approach that may be adopted for more employability options for its students. The
basic purpose of any Business School is to impart the business aptitude and skill that
ensure better professional skill development for employability. Getting employment
after professional education is a must for the young graduates.
In order to clarify, what kind of Management Education need to be imparted by
the business school, contemporarily it is, important to identify the expectations of the
corporate on employability and the major hard and soft skills expected for workability.
The current curriculum in Management Education does not teach students in facing the
challenges in business environment. How to manage “uncertainty” and “complexity”
are not taught in Business Schools. It merely teaches the concepts with case studies. It

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does not focus on the challenges arising out of rapid growing technology and the
challenges involved in running an enterprise.

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Figure I.1
Heuristic model of employability
Key Employability Competencies:

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S. No. Competencies Definition
1. Communication Skills The ability to communicate clearly and concisely,
using a range of verbal and written methods
2. Team-working and The ability to work in teams and to utilize
Relationship appropriate interpersonal skills to build
Building Abilities relationships with colleagues, team members and
external stakeholders
3. Self and Time Management The ability to organise oneself, one’s time and
one’s schedule effectively in any given work-
related situation
4. Ability to See the ‘Bigger The ability to see how things are interconnected
picture’ and to approach work-related issues in a strategic
and innovative manner.
5. Influencing and Persuading The ability to communicate at all levels using
Abilities influencing techniques and negotiation skills to
positively influence others.
6. Problems Solving Abilities The ability to analyse problems and situations in a
critical and logical manner and to apply workable
and logical solutions to such problems.
7. Leadership Abilities The ability to lead a team whilst taking
responsibility for a task, giving direction,
providing structure and assigning responsibility to
others.
8. Presentation Skills The ability to prepare and deliver effective
presentations to different audiences in a wide-
range of circumstances.

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1.6 INSTRUCTIONAL DESIGN
The Employment Training Specialist (ETS) Series is a competency-based
instructional program for supported employment personnel. The series addresses
eight skill areas:
6. Job Development
7. Employer Agreements
8. Performance Measurement
9. Job/Worker Match
10. Task Analysis
11. Data Collection
12. Skill Training; and
Follow Along Services.
These eight skill areas were identified as pertinent to Supported Employment
through a review of exemplary supported employment programs and a needs
assessment of facilities and programs offering Supported Employment services.
1.7 MAJOR CHALLENGES AND ISSUES OF MANAGEMENT EDUCATION
The plethora of Management Colleges has already taken a heavy toll of the
higher education in India and in the state of Andhra Pradesh. The conventional
courses lost the demand. There is a serious imbalance in the higher education

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demand and supply. Though this is a same trend elsewhere in the country too, it is
much more evident in Andhra Pradesh.
Despite the efforts of the MHRD in implementing the National Policy on
Education-1986 (revised 1992) and of the AICTE in regulating the Technical
Education System and ensuring quality, several weaknesses have occurred in the
system. Some of these are:
13. Multiple control mechanisms and controlling regulations have stifled
innovative initiatives in recruitment of faculty, admission of students,
curricula revision and upgradation, and financial management in most
institutions.
14. Resource constraints, low efficiency of utilization of existing resources and
lack of mechanism for sharing physical and human resources of sister
institutions have led to large scale obsolescence of physical resources,

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deterioration of quality of teaching/learning processes and lowering of
competence of teachers.
1. Low internal efficiency of most institutions due to large drop outs and failure
rates.
2. Rapid obsolescence of curricula and course contents due to infrequent
revision and much delayed response to technological advances and
consequent market demands. The management syllabus barring the IIM and
some other prestigious schools is outdated and needs revamp. The emphasis
should not be on how much you memorize, but should be on how much you
apply what you memorize. Courses and curriculum should be based on
industry-student interaction and have broader outlook on life not just passing
out from college successfully. Undoubtedly HRD Factor brings this expected
change once the attitude changes.
Andhra Pradesh has the distinction of having highest number of Management
Colleges in India. But, the proliferation of Management Colleges does not
mean proliferation of standards. Proliferation of data does not mean
proliferation of knowledge. The indiscriminate permissions given to private
managements to set up Management Colleges is the cause of the problem.
3. Failure to attract and retain high quality faculty due to archaic recruitment and
promotion procedures, absence of incentives for quality performance, and
non-existent staff development policies in most institutions are serious. In
most of the colleges existing norms of All India Council for Technical
Education (AICTE) are not followed. There is no regulatory system in place
to check adherence to norms.
1.8 EMERGING ISSUES

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B-Schools in India need to revitalize Management Education in the country
in order to meet the expectations of all the key stakeholders such as students,
faculty, society, industry, government and global community at large. B-Schools in
India are facing multiple issues. However, proliferation of B-Schools, quality of
education, faculty shortage, poor regulatory mechanism and governance and
accountability are major concerns that merit thorough critical appraisal.
Indian B-Schools are not exhibiting any significant initiative to improve the
quality of education. There has hardly been any conference on quality of Management
Education in last several years. There is no public forum where the faculty members

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or deans/directors can meet and discuss the issues pertaining to Management
Education in general and quality of Management Education in particular.
Government sponsored committees appointed recently to improve quality of
Management Education have focused mainly on IIMs, thus leaving out large number
of B-Schools managed by public trusts and educational societies. Contribution of
institutions like IIMs, All India Management Association (AIMA), Association of
Indian Management Schools … etc., have been trivial so far as improvement of
quality of education in B-Schools is concerned.
1.9 INDUSTRY - ACADEMIA PARTNERSHIP
A key factor in improving the Management Education in the country has to be a
new model for Industry – Academia partnerships. The following specific suggestions
can help to have Industry – Academia partnership. Industry should play an important
role in defining key research areas, potential research problems. Academia should take
care of industry’s future manpower and special training needs. Establishment of research
consortiums in different areas of interest in industry groups to provide the long-range
research thrust that would provide Indian industry a future competitive advantage by
becoming knowledge hubs instead of reservoirs, business.
1.10 PROMOTION OF MANAGEMENT INSTITUTIONS THROUGH
PUBLIC–PRIVATE PARTNERSHIP
The present model for private Management Colleges is unlikely to build
long-term quality management institutions. The revenues from fees are capped and
are the main income. Salaries account for about 80 percent of the total budget. There
is very little operational flexibility for the college Principal or Director to take new
initiatives.

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Alternative funding models need to be explored. A possible model is the
creation of a corpus by a private company/ group of companies, commitment by the
state/central government towards grant in aid based on the number of students joining in
the open seats, commitment by the private promoter to provide funds required to
compensate any annual budget deficit. The private promoter can be permitted to obtain
returns from the annual surplus based on the contributions made to the corpus.
Alternately incentives could be provided in terms of tax savings, deductions for
contributions to the corpus. In addition to this, the sponsors may be allowed a choice

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of government council members from an approved master list of professionals,
experts and educationalists and may be provided priority in the campus interviews.
1.11 MANAGEMENT EDUCATIONHISTORY IN ANDHRA PRADESH
Andhra Pradesh is being promoted by its tourism department as the "Koh-I-Noor
of India." The medieval city of Hyderabad is its capital. The State of Andhra Pradesh
was formed on 1st November 1956 by merging the nine districts of Telangana region of
Hyderabad State, with those of Andhra State. Andhra State was itself formed on 1st
October 1953 by partitioning the composite Madras State. The official languages are
Telugu & Urdu and main languages spoken here are Telugu, English, Urdu and Hindi.
Andhra Pradesh today is an educational hub particularly in Technical
Education i.e. Management, Engineering and Pharmacy. The MBA programme was
in fact started at Andhra University, Visakhapatnam, Andhra Pradesh in 1957 for
the first time in India. As in the case of India, the growth of Management Education
has been slow until 1980. However, there has been a tremendous expansion in
institutions offering MBA programme at University level, affiliated college level
and also institutions permitted by AICTE to offer PG Diploma programmes. The
annual intake of MBA in Andhra Pradesh is about 75,000 students right now. The
sudden reversal in IT field has also resulted in greater demand for MBA course.
1.12 ROLE OF UNIVERSITIES IN PROMOTING MANAGEMENT
EDUCATION
Acharya Nagarjuna University, Andhra University, University of Hyderabad,
Osmania University, Jawaharlal Nehru Technological University are popular among
students in offering quality education in the state of Andhra Pradesh. Out of the total

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number of 45 Universities, only 17 Universities are concerned with Management
Education. Out of 17, three universities viz., Jawaharlal Nehru Technological
University, Hyderabad (JNTU-H), Jawaharlal Nehru Technological University,
Anantapur (JNTU-A) and the Jawaharlal Nehru Technological University, Kakinada
(JNTU-K) are playing a key role in offering Management Education. These three
universities play a vital role in promoting Management Education in Andhra Pradesh.
In the year 2008, for administrative convenience, as per the Act 30 of 2008
dated 24th September, 2008, Jawaharlal Nehru Technological University has divided
into three viz. Jawaharlal Nehru Technological University, Hyderabad (JNTU-H)

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gives affiliation to the colleges established in Telengana region, Jawaharlal Nehru
Technological University, Anantapur (JNTU-A) gives affiliation to the colleges
established in Rayalaseema region and Jawaharlal Nehru Technological University,
Kakinada (JNTU-K) gives affiliation to the colleges established in Andhra region.
Table I.1
SPREAD OF COLLEGES OFFERING MANAGEMENTPROGRAMME
ACROSS 23 DISTRICTS OF ANDHRA PRADESH (2013-14)
S. No.
Name of the District
No. of Colleges Per cent
(2013-14)
1 Srikakulam 13 1.11
2 Vizianagaram 20 1.70
3 Visakhapatnam 45 3.83
4 East Godavari 47 4.00
5 West Godavari 59 5.02
6 Krishna 54 4.60
7 Guntur 75 6.38
8 Prakasam 41 3.49
9 Anantapur 37 3.15
10 Chittoor 72 6.13
11 Kadapa 32 2.72

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12 Kurnool 31 2.64
13 Nellore 45 3.83
14 Adilabad 01 0.09
15 Hyderabad 128 10.89
16 Ranga Reddy 239 20.34
17 Khammam 46 3.91
18 Karimnagar 38 3.23
19 Mahaboobnagar 16 1.36
20 Medak 21 1.79
21 Nalgonda 51 4.34
22 Nizamabad 10 0.85
23 Warangal 54 4.60
Total 1175 100.00
Source: http://www.andhracolleges.com/icet/

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Figure –I.2
Manageme nt Programme -Dist rict Wise (2013-14)
Warangal Srikakul am
Nalgonda 5% 1%
EastGod avari
Mah aboobnagar 4%
Nizamab ad Viziana garam Visakha patnam
4%
1% Medak 1% 2%
4 %
West Godavari
Karimnagar 2%
5%
3%
Krishna
Khammam
5%
4%
Guntur
6%
Ran ga Reddy
20%
Chittoor
Hyder abad Ne llore
6%
11 % 4%
Prakasa m
3%

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Kadapa Anantapur
Adilab ad
Kurn ool 3% 3%
0%
3 %
Source: http://www.an dhracollege s.com/icet/
As pe r Table I.2 , it is observed that 239 Management Colleges, with 20.3 4
percent seats in various specialization, were e stablished i n Rangared dy District of
Telangana region to me et the demand for Management Co lleges, out of total 117 5
M anagement Colleges in Andhra Pra desh, follo wed by 128 colleges were
establish ed in Hyderabad with 10.89 percent. Ho wever, in A dilabad District of
Telangana region, only one college was est ablished with 0.09 perce nt followed by
10 colleges with 0.8 5 percent in Nizamabad District of Tel angana regio n.
It is f urther obser ved that the highest no. of Managem ent Colleges i.e. as man
y as 72 with 6.13 percent was establis hed in Chitt oor District of Rayalaseema region to
m eet the de mand followed by 45 colleges in N ellore with 3.83 percent weightage. H
owever, 3 2 Manage ment Colle ges were established in Kadapa District of R
ayalaseema region with 2.72 percent, followe d by 37 co lleges with 3.15 percent

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were established in Anantapur District of Rayalaseema region and 31 colleges in
Kurnool with 2.64 percent.
As many as 41 colleges with 3.49 percent were established in Prakasam
district. It is also observed that more number of Management Colleges i.e. 75 were
established in Guntur District of Andhra region with 6.38 percent age followed by
54 Management Colleges with 4.60 percent were established in Krishna District of
Andhra region, whereas the least number of Management Colleges i.e. 13 were
established in Srikakulam District of Andhra region followed by Vizianagaram
District of Andhra region with 1.11 percent and 1.70 percent.
As stated earlier, one management college was established in Adilabad
District of Telangana region out of the total 1175 colleges in the State of Andhra
Pradesh. The district has a population of 20,79,098 which accounts for 3.13 percent
of the total population of the State. It is however, the second largest district in the
Telangana region. Literacy rate is also very less. An ample opportunity is there to
establish new Management Colleges in the district to meet the future demand and
provide educational facilities to the different economic levels of students.
1.13 ROLE OF STATE GOVERNMENT IN PROMOTING MANAGEMENT
EDUCATION
The State Government also plays a vital role for getting admissions in
Management Courses. The first and the foremost step of the Govt. is Conducting
Integrated Common Entrance Test (ICET) every year to the students, who are interested
to pursue Management Education. To get a seat in the management college, the student
has to write the ICET examination. Based on the rank obtained in the entrance

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examination, the Govt. will allot seats on merit basis. There are two types of
admissions. One is getting the admission through Counseling and the other is through
Management Quota. 70 percent of the seats will be filled by the Convener, ICET and
the remaining 30 percent of the seats will be filled by the College Management.
The second major step is that the State Govt. is offering Scholarships to the
SC/ST and BC candidates, who are pursuing professional courses. To support most
of the professional course aspirants, the Government has introduced the fee
reimbursement scheme to the students, whose parental income is less than Rupees

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One Lakh in the year 2008. Most of the students have come under this scheme to get
the scholarships. Therefore, most of the students, after completion of their U.G
course prefer to study Management Course. Accordingly, the State Govt. is fully
supporting the students by offering scholarship and fee reimbursement helping the
management in filling the seats
Management Education at all levels in the country is witnessing a consistent
growth pattern marked by the setting up of new Institutions and the improvement of
the existing ones in tune with the quality assurance norms set by the National Board
of Accreditation (NBA).
The NBA is also concerned with assessing and assuring the quality of the
various constituent elements of the Technical Institutions, such as academic
ambience, infrastructure, financial resources, physical resources, human resources,
supporting systems like library resources, computational resources, and avenues to
mould and develop the students’ personality and learning characteristics.
There is a need for the change of certain existing policies of the Government
on Management Education, which resulted in imbalanced growth of Management
Colleges in various states of the country as given in Table 1.3 followed by the very
Evolution of Management Education in India.

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The following table clearly shows the Disparities in Growth of Management
Education in various States: (2011-12):
Table 1.2
STATE WISE GROWTH OF MANAGEMENT COLLEGES
S.
Name of the State
No. of Management percent Age
No. Colleges
1 Andhra Pradesh 970 25.20
2 Assam 8 0.21
3 Bihar 18 0.47
4 Chandigrah 33 0.86
5 Dadra & Nagar Haveli 1 0.03
6 Delhi 29 0.75
7 Gujarat 142 3.69
8 Haryana 168 4.36
9 Himachal Pradesh 13 0.34

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10 Jammu & Kashmir 12 0.31
11 Jharkhand 11 0.29
12 Karnataka 226 5.87
13 Kerala 75 1.95
14 Madhya Pradesh 227 5.90
15 Maharashtra 467 12.13
16 Orissa 97 2.52
17 Pondicherry 6 0.16
18 Punjab 141 3.66
19 Rajasthan 151 3.92
20 Sikkim 1 0.03
21 Tamilnadu 395 10.26
22 Uttar Pradesh 542 14.08
23 Uttarakhand 55 1.43
24 West Bengal 61 1.58
TOTAL 3849 100.00
Source: AICTE- ANNUAL Report 2011-12

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Figure I.3
State Wise Growth of Management Education
1%
2%
Andra Pradesh
Assam
14%
Bihar
Chandigrah25%
Dadra & Nagar Haveli
Delhi
10% Gujarat
1%
0%
0%
Haryana
0% Himachal Pradesh1% 0%
4% 4%
Jammu & Kashmir4%

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4% Jharkhand
0%
6%
0%
Karnataka
Kerala
3% 12% 0%
Madhya Pradesh6% 0%
2%
Maharashtra
Source:AICTE - AnnualReport 2011-12
The haphazard growth of Management Education which is once considered
as the boon is fast turning out to be a bane. Hence, the present study has taken up to
throw some light on the impact of Human Resource involvement in promoting and
developing the Management Education and Colleges in Andhra Pradesh. An attempt
has been made through the study to evaluate the influence of Infrastructure,
curriculum development, faculty, corporate houses and of course students for
inclusive growth of Management Education and colleges in Andhra Pradesh. The
Management Education business in the state barring a few standard colleges has
become a trade with an annual turnover of Rs.1000 to Rs.1500 crores. Thus, it has
become an instrument of massive appropriation of wealth from the middle classes to
a few private managements.
The unprecedented and rather unplanned growth of Management Colleges has
also created a huge demand for coaching centres and transformed the very character of
Graduation Courses. The urgent task is therefore to undertake a comprehensive study of
the Management Education in Andhra Pradesh. In fact Management

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Education could significantly contribute to economic growth if properly guided and
administered.
CONCLUSIONS
4. Management Education in India formally began in 1953 at the Indian Institute of
Social Welfare and Business Management (IISWBM) –the first B-School
established by Government of West Bengal and Kolkata University.
5. As the business world is filled with challenges and risks, the purpose of
Management Education is to prepare students thoroughly to face these
challenges and take the risk by the horn.
6. This chapter elicits the total number of Management Colleges in the state of
Andhra Pradesh (2013-14). It is observed that 239 Management Colleges, with
20.36 percent seats in various specializations were established in Rangareddy
District of Telangana region to meet the demand for Management Colleges, out
of total 1175 Management Colleges in Andhra Pradesh.
7. An attempt has been made to highlight the role of State Govt. in promoting
Management Education by conduction ICET, and Offering Scholarships etc.,

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References
10. Rakesh Khurana: MBA Review,Managing Management Education, The ICFAI
2. Vikas Shrotriya: MBA Review, Management Education- Quality Matters, The
Icfai University Press, April 2008 p.18.
3. Kozminski, A.K. (2010). The new revolution in Management education? In
‘From challenge to change: Business schools in the wake of financial crisis’
(A compendium of essays put together by Global Foundation for
Management Education) accessed from www.gfme.org/pdf/complete_web.pdf
4. Rao, S.L. Report of the working group on Management Education formed by
National Knowledge Committee, 2005.
5. Bowonder and S.L. Rao. Management Education in India its evolution and
some contemporary issues, AIMA/CME 2005.
6. Jagadeesh, R. (2000). Assuring quality in management education: the Indian
context. Quality Assurance in Education, Vol. 8 (3), pp.110-119.
7. Professor Pillai. Member Secretary Advisor (Policy), Higher Education
AICTE Report “Reshaping PG Education and Research in Engineering and
Technology, AICTE Publications, New Delhi. 2002.
8. Gowtham Biswas – Director of central Mechanical Engineering Research
Institute, Durgapur “Polices and Strategies for growth of Engineering
Education – International Conference of Technical Education. Global
Scenario - August 2007.

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*****
Chapter-VII
FINDINGS AND SUGGESTIONS
The aim of the chapter is to summarize briefly the discussions made in all
the previous chapters so as to give a bird’s eye view of the entire study organized in
earlier six chapters. Attempts are made in this chapter to outline the major findings
made out of the study. On the basis of findings efforts are made to arriver
meaningful and logical conclusions interpreting the huge data collected from both
primary and secondary sources in a systematic way. Finally on the basis of
conclusions, suggestions are given to all the stake holders concerned with
Management Colleges and education that would go a long way in the state of
Andhra Pradesh in particular and in the country in general.
7.1 IMPORTANCE OF MANAGEMENT EDUCATION
As the business world is filled with challenges and risks, the purpose of
Management Education is to prepare students thoroughly to face these challenges
and take the risk by the horn. B-Schools/Management Schools should emphasize on
training management teachers. They should redesign management curricula in tune
with the changing dynamics of the global business environment. In short, managing
education could become a diagnostic tool for all problems of the globalized world.
Through case studies, the teaching community not only prepares students to meet

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the challenges of the changing times but also helps them in identifying and choosing
a career to suit their knowledge, skills and aptitudes.
7.2 RESEARCH GAP
From the review of literature, it can be concluded that the studies
concentrated on few aspects relating to the growth and development of Management
Education in India. The studies so far concurred also could not cover all the groups
relating to the development of human resources in Management Education. The
studies were confined to Macro aspects and Micro level (State or Regional) studies
were not much in number. Hence, the present study assumes significance as it is
planning to include all the groups related to Management Education.

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7.3 OBJECTIVES OF THE STUDY
c. To study the existing pattern of Management Colleges in terms of their
growth, in the state of Andhra Pradesh.
d. To collect and analyze the opinion of the faculty of Management Colleges
selected as sample for the study on the problems and prospects.
e. To pool up and analyze the opinions of students selected as a sample for the
study, in various Management Colleges to know the various problems s in
the state of Andhra Pradesh.
f. To collect and analyze the opinion of the promoters of Management Colleges
selected as sample for the study on the problems and prospects of the
concerned colleges.
g. To elicit the opinions of alumni, parents and representatives of the Industry
selected as a sample for the study on various issues concerning Management
Colleges in the state of Andhra Pradesh, and, thereby.
h. To suggest such measures to all concerned stakeholders (faculty, students,
managements, alumni, parents and industry) that would go a long way in
resolving various problems to ensure smooth functioning, growth and
development of Management Colleges in the state of Andhra Pradesh in
particular and the country in general.
7.4 HYPOTHESES
With the above objectives in mind, the following Hypotheses are framed to be
tested:

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6. There is mushroom growth of Management Colleges in Andhra Pradesh with
no specific agenda for their growth and development.
7. Mushroom growth has resulted in just quantitative expansion than qualitative
of standards in Management Education.
8. Infrastructure, Curriculum, Faculty, Parents, Students and Corporate Houses
influence the inclusive growth of Management Education in Andhra Pradesh.
9. That the stakeholders are not much happy with the Quality of Education
offered at the colleges offering Management Programme.

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7.5.PERIOD OF THE STUDY
For a study of its kind, which is empirical in nature, there is no specific
period of the study. Researchers have been working for the study for the last
three years and collected primary data from the respondents during 2011-12. In
respect of secondary data, the researcher used the data relating to last decade i.e.
2000-01 to 2010-2011, which has been considered sufficient for the study. In
case of some data, the researcher utilised the historical data prior to 2001-02.
7.6 SOURCES OF DATA
A significant and distinctive stage of research is the collection of necessary
information to prove the hypothesis. For this purpose, we have to look to diverse
sources which provide us the necessary information. The sources of information are
generally classified as Primary Education and Secondary Education.
Primarily the study is based on primary data with six sets of questionnaire
are designed exclusively for Faculty, Students, Management, parents, Alumni and
Corporate house, and gathered data from the identified respondents drawn from the
three regions namely Andhra, Rayalaseema, and Telangana covering Urban, semi
Urban and Rural Areas of Andhra Pradesh state.
Since a study of its kind cannot be completed solely based on primary data,
the necessary secondary data have also been collected from various sources viz.,
publication, research works, websites, etc. and utilised for the study to draw
meaningful conclusions
7.7 DATA ANALYSIS AND USE OF STATISTICAL TOOLS

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After the data are collected with the help of separate questionnaire for each
stake holder, they need to be properly tabulated and presented. This process helps
the researcher to eliminate the unnecessary details and keep only the relevant part of
the whole collected.
Statistical Tools identified as part of Methodology for Analysis and
tabulation are Per centages, Simple average methods, Chi-Square, Multiple
regressions and Multivariate Analysis. To measure the results one way ANOVA and
Two ANOVA test are also used. It is felt that for a study of its kind those tools are
sufficient to draw logical and meaningful conclusions.

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8. FINDINGS AND CONCLUSIONS
The following are the major findings and conclusions made out of the
present study, based on which several suggestions are given at the end for the
promotion and development of Management Education in the state of Andhra
Pradesh as well as in India.
8.1. FACULTY
2. It is revealed through the study that about 56.53 per cent of the respondents
are appointed on permanent basis, whereas 24.86 per cent are on temporary
basis and 15.56 per cent are on Ad-hoc Basis, 2.36 per cent are visiting
faculty and 0.69 per cent are outsourced.
3. It is observed that, 51.11 per cent of the respondents are selected by the
Selection Committee based on Personal Interview, whereas 23.19 per cent
are selected based on Written Test, Demonstration and Personal Interview.
However, 6.39 per cent are selected based on Written Test, 19.31 per cent are
selected based on Demonstration.
4. Irrespective of gender, a majority of 55.69 per cent of the respondents are
with Assistant Professor Designation. In Management Colleges, for
Professor Designation, M.B.A and Ph.D. qualifications are must. Therefore,
in all the Management Colleges, faculty members have to improve their
qualification. One fourth i.e. 25.00 per cent of the faculty members are
Associate Professors (who are with at least five years of teaching experience
with M.B.A degree). 16.81 per cent are Professors and finally, 2.50 per cent
are in the position of Dean.

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5. While coming to academic qualification of the faculty, it is observed that
85.00 per cent of the respondents are with M.B.A and other degree. It is
understood that most of the faculty members have completed their M.B.A.
degree within five years experience. 9.72 per cent are Ph.Ds. and 3.47 per
cent are with M.Phils qualification.
6. Among the selected colleges 66.39 per cent of respondent faculty members
are paid salaries as per AICTE norms, whereas 15.42 per cent are paid
consolidated amount, much lower than what is due to them.

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13. It is interesting to note that about, 40.28 per cent colleges, turnover is less
than 10 per cent. It is only in case of small percentage of colleges (4.17), the
turnover is above 20 per cent.
14. Infrastructure is the most important factor while choosing a college. It does not
mean showing good looking building as lone factor. It means that whether a
college has sufficient amount of infrastructure according to its capacity. It
includes classrooms, administrative buildings, workshops, computer labs, etc.
which helps the students in choosing an institution. Viewed from this point of
view, 88.19 per cent of the respondents are satisfied with overall infrastructure
of the College, whereas 11.81 per cent are not satisfied.
15. Another interesting aspect of the study is that a few percentage of students
16.49 per cent are only thoroughly satisfied about the quality of teaching in
Management Colleges. As many as 25.15 per cent respondents felt that
quality of teaching is average, impinging on their career prospects.
16. It is disturbing to note that the percentage of staff attending Conferences/
Seminars/Workshops at national level is insignificant. This is very essential
for quality improvement. Perhaps college managements are trying to save on
the staff development cost.
17. It is observed that only 26.25 per cent respondents have visited other
institutions as visiting faculty. 1.53 per cent visited International Institutes,
3.47 per cent visited National wide institutions, 5.83 per cent were visited
Training Centers and finally 5.83 per cent visited Universities as Visiting
Faculty respectively. At the most 57.08 per cent have not visited any other
institution as resource persons.
18. As per the survey results 8.75 per cent of the respondents have acted as
Students’ Deans, 6.53 per cent have acted as deans of Examination, 6.25 per

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cent have acted as NSS Coordinators, 5.14 per cent have acted as Placement
& Training Officers and about 3.75 per cent have acted as Hostel Wardens.
This table clearly shows that 50.00 per cent have taken extra burden to
teaching, whereas 50.00 per cent have confined for teaching only.
19. A broad division the faculty on the basis of their chosen specialisation reveals
the fact that majority of them are opting the field of HRM 26.67 per cent;
followed by Finance 20.56 per cent, Operations Management 14.86 per cent

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and Marketing 11.25 per cent. New Specialisations like Systems and Supply
chain Management are making headway slowly.
15. It is also a fact that 40.28 per cent of the respondents are using Participative
Approach and Reviewing Previous Lesson Teaching methods. As many as
29.86 per cent faculty members are using Questions & Answers Type, 41.11
per cent of the faculty members are using Problem Solving Methods, 22.92
per cent faculty members are using Case study Methods and the remaining
45.28 per cent are only using Lecture Type Teaching Method.
are continuously interacting with the students for various purposes. At the
least 2.08 per cent said that they are interacting with Govt. Officials (at the
time of scholarship verification etc.). It is only about 2.92 per cent said that
they interact with the industrialists and a few of them said that they interact
with parents occasionally.
17. As per the survey results 31.67 per cent of the respondents have suggested to
upgrade their qualifications, whereas 17.98 per cent, 17.08 per cent, 16.80
per cent, and 16.67 of the faculty suggested to provide good infrastructure,
arranging guest lectures, focusing on placements and improving the English
Communication Skills respectively.
8.2. STUDENTS
4. It is revealed through the study that, the number of Institutes and Intake is
growing rapidly from year to year.

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5. In terms of the track records of Admissions, it is noted that it is only 16.67
per cent of the respondent colleges, are able to get 100 per cent admissions.
In about 32 per cent of the colleges, admissions are poor and upto the extent
of about 70 per cent. There are also colleges with admissions less than 50 per
cent also. This phenomenon speaks of the low demand for Management
Courses, against abundant supply.
6. It is also fact that only about 55.55 per cent of the respondents are feeling
that the faculty is good in the institutions in which their wards joined. Parents
have considered the factors like results, Library facilities, placements,

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infrastructural facilities, reputation of the management, etc. to join their
wards in selected Management Colleges.
8. Infrastructure is the most important factor while choosing a college. It does not
mean showing good looking building as lone factor. It means that whether a
college has sufficient amount of infrastructure according to its capacity. It
includes classrooms, administrative buildings, workshops, computer labs, etc.
which helps the students in choosing an institution. Viewed from this point of
view, 88.19 per cent of the respondents are satisfied with overall infrastructure
of the College, whereas 11.81 per cent are not satisfied.
9. Another interesting aspect of the study is that a few percentage of students
16.49 are only thoroughly satisfied about the quality of teaching in
Management Colleges. As many as 25.15 per cent respondents felt that
quality of teaching is average, impinging on their career prospects.
10. Yet another point of dissatisfaction to the student community of respondent
colleges is that there is inadequate presence of senior and experienced
faculty. Placement is the most important thing to look for, while choosing an
MBA college. This is what separates the best B schools from the ordinary
ones. Looking for the corporate houses that have visited the institute in the
past is also an indicator. The Advice of alumni, seniors and parents to know
the real placements of MBA College also will serve as a guide.
11. It is interesting to note that about 82.29 per cent of the respondents said that
they are aware of the functioning of Training & Placement Cell in their
Colleges, whereas 17.65 per cent said that there is no training and placement
cell in their colleges.

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12. It is observed that, 27.14 per cent of the respondents got In-house training and
24.19 per cent of the students got training through outside experts; whereas 49
per cent of the respondents got training by through inside and outside experts.
13. One of the strong points of a Business School is the placement services. It is a
fact that Admissions are dependent on the extent of placements provided. But
the record of placements is not imperative. The respondent colleges are able to
place only to the extent of about 25 per cent. Even the placement assistance in
terms of suitable training is not encouraging. It is only about 14.87 per cent
respondents said that they are getting coaching for written tests of companies.

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As many as 17.73 per cent are getting training in group discussions and
interviews. Another 18.52 per cent of respondents are given training for
preparing them for on campus placements.
11. It is revealed that 67.30 per cent of the respondent colleges have Tie up with
industries and research organizations; whereas 32.70 per cent are unaware of
such tie-ups.
12. In first year of MBA, the main focus is on giving students a brief idea about
various subjects of management. In the later part of the first year, they are
also introduced with the specialized areas. In the second year, the student has
to choose one specialization of his/her choice from the variety of
specializations available. This is not applicable if students have taken
admission in a specialized course viz., Sectoral MBA. It is very important for
the students to consider their career goals and professional development
before choosing a specialization.
13. Survey results tell us that, the Quality Levels of Soft Skills Training
Programme in the Colleges are almost all equally distributed. But, about
12.44 per cent are not satisfied with the Soft Skills Training Programmes
organised by the respondent college.
14. It is observed that 15.97 per cent of the respondents opined that the college
Management is giving more support to the students in presentation of
Awards in the Annual Function. Apart from that 13.25 per cent of the
respondents got benefited by way of sponsoring the registration fee. Nearly
14.47 per cent benefitted in the form of Cash incentives. 7.41 per cent and
6.54 per cent of the respondents got benefitted by way of total
reimbursement or partial reimbursement of expenditure they incur for
attending National / International Conferences/ Workshops/Seminars.

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15. It is also fact that, 52.20 per cent respondents are showing their willingness
to stay at college, whereas others are not that happy with their selection of
the college.
16. It is interesting to note that a significant percentage of respondents 50.41 per
cent expressed satisfaction over the services extended by the affiliating
university in terms of examinations, evaluation and issue of certificates.

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8.3. MANAGEMENTS (PROMOTERS)
1. Education is important for development of any nation in the long term. Higher
Education sector has witnessed a tremendous increase in its institutional capacity
in the years, since Independence. The sector can boast of 42 Central universities,
243 State universities, 53 State Private universities, 130 Deemed universities, 33
Institutions of National Importance (established under Acts of Parliament) and
five Institutions (established under various State legislations). The number of
colleges has also registered manifold increase with just 578 in 1,950 growing to
be more than 30,000 in 2011.
9. It is observed that 44.44 per cent of the Promoters were inspired to start the
Management Education Colleges to cut down the unemployment, out of
which, 18.06 per cent Promoters belong to Andhra. It indicates that there is a
great unemployment problem as compared to Rayalaseema and Telangana.
The remaining 56 per cent Promoters have established the Management
Colleges due to the encouragement from the Spouse, Parents, Friends,
Relatives, etc.
10. In terms of the composition of Age, 33.33 per cent of the Promoters belong
to the age group of above 60 years. About 34.72 per cent of the Promoters
belong to age group of 51 to 60 years and 25 per cent of the Promoters
belong to the age group of 41 to 50 years of age. Promoters the age of below
30 years constitutes a small percentage (i.e., 2.78).
11. It will be interesting to delve into the occupational distribution of the
Promoters. Viewed from that point of view, majority (22 per cent) came from
the background of Agriculture. Those that belonged to business and

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Profession constituted about 16.00 per cent. Unfortunately colleges
established by the Industrial Units are limited in the state of A.P.
12. In terms of the educational qualifications of the Promoters, it is observed that
almost 51.39 per cent Promoters have completed Graduation, whereas 5.56 per
cent Promoters have completed only elementary schooling (i.e. below 5th
standard). Promoters that have completed their Post Graduation include
about 9.72 per cent. Promoters that have completed their Professional
courses constitutes only 4.17 per cent.

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6. It is observed that during the three consecutive academic years i.e. 2010 to
2012, only 25 per cent of the students were placed in various MNC
Companies through on/off Campus Interviews. We found that no
Management College was able to achieve significant number of placements.
7. It is known that 48.61 per cent of the respondents of Management Colleges
are from urban area. 22.22 per cent of the promoters belong to semi urban
area, whereas 29.17 per cent promoters belong to rural area irrespective of
the region concerned.
8. It is observed that 34.72 per cent out of the total 72 respondents belong to Reddy
community, 16.67 per cent belong to Chowdhary community, 13.89 per cent
from Vysya community, 12.50 per cent are from Khastriya community, 4.17 per
cent belong to Brahmin community, 4.16 per cent from Kapu community,
whereas 12.50 per cent promoters belong to BC community and 1.39 per cent
promoter only represent SC community. This speaks of the entrepreneurial spirit
of certain forward communities in Andhra Pradesh.
9. It is evident that Most of the Management College promoters are having
agriculture as occupation. 19.44 per cent, 12.50 per cent and 11.11 per cent
promoters are from Andhra, Rayalaseema and Telangana regions respectively,
out of total 43.06 per cent promoters, who came from agricultural family. 6.94
per cent, 5.56 per cent and 7 9.72 per cent promoters are from Andhra,
Rayalaseema and Telangana regions respectively, out of total 22.22 per cent are
from the families who have business their occupation. 0 per cent, 2.78 per cent
and 1.39 per cent are from Andhra, Rayalaseema and Telangana Regions
respectively, out of 4.17 per cent are from the families who are in profession of
caste based. 0 per cent, 4.17 per cent and 2.78 per cent are from Andhra,
Rayalaseema and Telangana Regions, out of total 6.94 per cent are from the
families who came from Industry. 1.39 per cent, 4.17 per cent and1.39 per cent

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are from Andhra, Rayalaseema and Telangana Regions, out of total 6.94 per cent
are from the Employment families.4.17 per cent, 0 per cent and. 56 per cent
promoters are from Andhra, Rayalaseema and Telangana regions respectively,
out of total 9.72 per cent are from the families who are in Profession. 1.39 per
cent, 4.17 per cent and 1.39 per cent promoters are from

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Andhra, Rayalaseema and Telangana regions respectively, out of total 6.94 per
cent promoters are from the families who are having their own professions.
10. In terms of the educational qualifications of the promoters, it is observed that
almost 51.39 per cent promoters have completed Graduation, whereas 5.56 per
cent promoters have completed only elementary schooling (i.e. below 5th
standard). Promoters that have completed their Post Graduation include
about 9.72 per cent. Promoters that have completed their Professional
courses constitute only 4.17 per cent.
11. It is observed that 43.06 per cent promoters have invested the amount
between Rs.10.00 to Rs.15.00 Crores. 31.94 per cent promoters have
invested in between Rs.5.00 to Rs.10.00 Crores, whereas 18.06 per cent
promoters have invested less than Rs.5.00 Crores and6.94 per cent promoters
only invested above Rs.15.00 Crores.
12. It is evident that during the three consecutive academic years i.e. 2010 to
2012, only 49 per cent of the students were placed in various MNC
Companies through on/off Campus Interviews.
8.4. ALUMNI
1. It is anybody’s guess that every old student becomes an Alumnus of the
Institution. But in the respondent colleges only 61.53 per cent of M.B.As
enrolled as Alumni in Management Colleges selected for the study. Whereas
32.08 per cent students of B.B.A. course got enrolment in Alumni.
2. As could be observed from the data that a vast majority 82.64 per cent are
absorbed as Assistant Professors in leading Management Colleges. However
5.28 per cent have opted for Software Profession, followed by 1.67 per cent

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as Trainee Engineers, 1.53 per cent settled as Clerks in Govt. Departments
and 1.11 per cent have settled as Managers.
are happy with the very good encouragement which they got from their
respective colleges, followed by 39.44 per cent who said that encouragement
is satisfactory. As many as but 5.97 per cent are dissatisfied and said that
those facilities are not available in their colleges.
4. About 45.28 per cent of the respondents have opined that Games & Sports are
available sufficiently in their Campus and 47.36 per cent Alumni are in the

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241
opinion that facilities are available to some extent in their campus. However,
7.36 per cent are not happy because no such facilities are available in their
campus.
5. About 35.83 per cent of the Alumni have confidently expressed their rating
as Excellent on the functioning of the Institution, 30.69 per cent have rated as
Very Good; whereas 25.83 per cent have rated the functioning of the
Institution being Average.
8.5. PARENTS
1. Regarding the educational background 35.56 per cent parents of the students
have completed their Graduation in various disciplines and 8.33 per cent of
parents got qualified in Professional Courses like Master in Business
Administration (M.B.A.), Master in Computer Applications (M.C.A.),
Chartered Accountant (C.A.) etc. It is good sign that a significant of
percentage are well educated and thus can appreciate the significance of
Management Education.
2. It is interesting to note that about 30.28 per cent of the respondents have
selected Finance Management specialization as informed by their parents.
The next priority is given to HR Management specialization 26.94 per cent
students, Marketing Management specialization 13.61 per cent students
respectively. 4.44 per cent, 6.11 per cent and 8.06 per cent said that their
students selected for International Management, Bio-technology and
Operations Management specialization respectively. As many as 10.56 per
cent of the respondents suggested the other specialization like Bio
Technology, etc. to their children.

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have chosen the Management Colleges, where the good faculty is available
because they admitted their wards in such colleges. The remaining 44 per
cent have considered the factors like results, library facilities, placements,
infrastructural facilities, reputation of the management etc. to join their
wards in selected Management Colleges.
4. It is observed that though the Banks are offering education loans, only 32.78 per
cent parents have utilized the facility; whereas 43.33 per cent parents have

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242
got their children joined through their self-finance. About 17 per cent of the
parents depend on the loans obtained from relatives and friends.
5. It is observed that 55.83 per cent of the respondents are satisfied with the
present fee structure in Management Colleges, saying that the fee structure is
reasonable. Only 4.72 per cent felt that the present fee structure is abnormal.
12.50 per cent opined that the fee structure is affordable by a common man.
16.39 per cent informed that the fee structure is not reasonable.
6. When asked about the faculty, only 48.33 per cent respondents said that the
senior and experienced faculty in the Management Colleges are available.
The remaining 52 per cent of the parents felt that the senior and experienced
faculty in the Management Colleges are available only to some extent and in
some subjects they are not available and dealt by inexperienced faculty. They
also observe that the faculty are not adequately motivated due to low salaries
paid to them.
7. It is observed that 177 respondents of the 720 opined that their Children
improved Communication Skills, 13.33 per cent parents said their Children
improved in Academics, 11.67 per cent parents said that their Children learnt
Discipline, 9.44 per cent parents said their children improved Punctuality and
about 8.89 per cent parents said there is a change in Attitude of their children.
8.6 INDUSTRIALISTS
1. When contacted the Industrialists, they expressed the opinion that the State
Government has failed to control the mushroom growth of Management
Colleges, leading to lowering of standards in Management Education. It is

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observed that most of the respondents i.e. 66.00 per cent out of 100.00 per
cent, opined that the State Government have failed to control the mushroom
growth of Management Colleges.
said that the colleges are not maintaining the standards as per the prescribed
norms of the AICTE, State Government and the University, resulting in
deterioration of standards in Management Education. 46.00 per cent have not
responded on the matter.

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243
3. It is observed that most of the respondents i.e. 80.00 per cent, out of the 100
per cent, opined that there is a shortage of highly qualified and experienced
faculty members in the Management Colleges.
4. As per the survey results, most of the respondents (i.e. 68.00 per cent) said
that they are giving support to the institutions by way of offering placements
to their students.
5. Hands on experience it terms of In-plant training or apprenticeship is an
invaluable input to the Management students. It is observed that 48.00 per
cent, out of 50 respondents, said that they have given guest lectures in the
educational institutions, whereas 52.00 per cent of the respondents said that
they have not given any guest lecture in the educational institution.
Nevertheless, the respondents give support to the institution by way of
providing grants and other support, including permitting their Executives to
give guest lecturers in the educational institutions, plan visits etc.
8.7 GENERAL OBSERVATIONS
™ The governing body, which comprises representatives from the promoters of
the college, university and the state government nominees, and experts from
the industry, is the supreme body in private colleges for making decisions.
In most cases, the promoters of the colleges are pure businessmen, who take
major decisions regarding the enforcement of quality education, of which
they are never aware.
™ Affiliating universities have to monitor a large number of colleges, which is
quite a cumbersome process. The number is very large in case of a few
universities, because there is no upper limit for the number of colleges that
should be attached to a university.

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™ The university decides whether to give affiliation to a college or to de-
affiliate an existing college, who is not complying with the rules and not
ensuring education standards. But, many times, political, geographical and
sociopolitical factors influence university decisions.
™ Paucity of funds is another main reason for not meeting the quality
standards. Sometimes, even inefficient management is also responsible for
poor quality of education in the colleges.

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244
™ In private colleges, the governing body is responsible for the recruitment of
the teachers. The university and the state government send their
representatives in the selection committee to ensure the quality standards
and the compliance of rules. But, the fact is that in most cases, various non-
academic issues influence the recruitment and selection of teachers.
™ The university prescribes the standards regarding teaching only, ignoring to
define the parameters for service conditions for the teachers. The prevailing
scenario is not encouraging in this regard, as in some private colleges,
teachers are over-burdened, salaries are not paid regularly, increments are
not given, promotions are never taken care of, and classes are over-crowded.
™ The College Development Council of the universities sets the standards to
be adhered to by the colleges, but there is minimal supervision from the
university administration regarding these standards.
™ Some well-established colleges are well equipped with resources and want
to play an active role in ensuring quality in teaching. However, they have to
follow the university pattern and pedagogy, since the university decides the
course curricula, conduct of examination.
™ The conditions in unaided private colleges are a little different. Teachers are
overloaded with various administrative and clerical duties. Teachers are not
motivated to do research. Even, teachers who are interested in doing
research and want to impart quality in teaching, are over-burdened with
extra teaching load, which destroys the concept of quality.
9. SUGGESTIONS

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Based on the above mentioned findings, the following suggestions are made to
the various stakeholders concerned with promotion and development of Management
Education in the country in general and in the state of Andhra Pradesh in particular.
9.1 FACULTY
1. It is suggested to the Faculty Members that they should improve their
qualification after entering into their profession as a faculty. Needless to say
that they have to obtain the minimum qualification of M.B.A. as per norms
of the AICTE guidelines and also secure Ph.D. in due course.

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245
2. It is suggested that they have to do the research projects and are requested to
attend Seminars/Workshops at National/International Conferences every year.
3. The faculty should avail the latest ICT technology as approach methods for
teaching viz., Power Point Presentations, smart class room etc.
4. It is suggested that the faculty members should try to continue in the existing
institution by acquiring additional qualifications, taking extra burden in
addition to the teaching, thereby, they will be in a good position by way of
getting promotion and financial benefits.
5. It is suggested that the faculty members should approach the Management
and tell them the real requirement of infrastructure so as to enable the
students’ get benefitted by it.
6. It is the fundamental duty of the faculty to look after the attendance of the
students and discipline.
7. The faculty members should take care of the ratification for their
appointment by the concerned University.
8. It is suggested that if the faculty is not satisfied with their profession, the
same may be informed to the Management by explaining the reasons.
9. Faculty has to teach the students not only as per syllabus but beyond that also.
10. Faculty has to support and guide the students for the research work and paper
presentation in journals and conferences.
11. Departmental in charge at least arrange workshops and conferences on
technological developments twice in a year.
12. Staff and management have to arrange industrial tours so that the students
will have more idea regarding the industry atmosphere.
13. Faculty has to take charge for NSS&NCC unit and give proper guidance to
the student.

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14. Faculty has to encourage the students to do the projects outside the college.
15. Faculty shall make arrangements for remedial coaching, so that the backward
students will be benefited.
16. Faculty has to take care of R&D cell for promoting the research activity.
17. Having a qualified, energetic, and research- oriented faculty, will enhance
the institution's ability to achieve its mission.

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246
9.2 STUDENTS
1. It is observed from the Primary Data that most of the students are following the
suggestions given by the Parents, Relatives, Friends, and Peers etc. for selecting
the College and the Branch, where they have to join. It is suggested that the
students must have an aim to reach their goal. Accordingly, it is advised to them
not to follow the suggestions given by others indiscriminately.
2. It is suggested that they should look into the following aspects before they
take a decision to join in the college.
(a) Credentials of the Management;
(b) Infrastructure facilities available in the College;
(c) Academic Environment;
(d) Results;
(e) Placements;
(f) Eradication of Ragging and Harassment.
3. Remedial Classes are to be conducted in the Campus as additional coaching
for the students, who are poor in their studies.
4. The role of students should not only be limited to submitting protest
memoranda, but should be deepened to include strategic level representation
on Councils, participation in Faculty Boards, making inputs on curriculum
content issues, extending the university’s community work, strengthening the
caliber and individual leadership quality of student leaders, community
development and being involved in freelance pro bono community work
aimed at community upliftment.

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5. Students must also care to equip themselves with the knowledge suitable to
market requirements.
6. Students must also improve their skills in communication and others in order
to meet the corporate demands.
7. Students must act like a bridge to convey the reports of outcomes from
projects to the institute without manipulations.
8. Inefficient and Improper guidance by staff in projects must be intimated to
higher authorities of institutes for necessary action.
9. Students must generate interest to involve in R&D activities.
10. Students must effectively utilize the training offered by the placement cell.

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247
11. Students must also give equal importance to training by outside experts
because the in-house training will not fetch 100 per cent benefits for the
placement.
12. Students must honestly give their justification for the private or Government
institute framed projects, so that the Government bodies may encourage the
new upcoming technology developments.
13. Students must also attend seminars that provide information on recent trends
in subjects/technology.
14. Students must be aware of professional functioning bodies associated with
their courses.
15. Students must enroll themselves in various student friendly forums and
associations to gain more benefits for their career development.
9.3 MANAGEMENT
1. It is suggested that the Management should fulfill the norms of the All India
Council for Technical Education, concerned University and the State
Government.
2. The Management should provide better infrastructure, maintain academic
standards, provide Training and Placement service and arrange both in-house
training and also training by the outside Experts. They should also arrange
Soft Skills Training Programme. They also shall make arrangements with the
Industries for tie-ups, which enable them to get more number of placements
to the students through On Campus/Off Campus. If they do so, the question
of not filling the seats will not arise.

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3. It is further suggested that the Management should provide the Hostel facility
on their own but not on the out sourcing basis. They should collect the Hostel
fee reasonably so as to enable the parents of the students to come forward
and join their Wards in the Hostels.
4. The Management should provide subsidized quality of food in hygienic
conditions at the canteen.
5. Managements should appoint qualified and experienced faculty as per the
norms in force. The process should be done through Selection Committee by
conducting Written Test, Personal Interview and Demonstration. The

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