South Asian Journal of Management

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Expectations and Perceptions Regarding Management Education: An Assessment of Students in Bengaluru, India


Affiliations
1 Xavier Institute of Management & Entrepreneurship (XIME), Electronics City, Phase II, Hosur Road, Bengaluru 560100, India
2 Vignana Jyothi Institute of Management (VJIM), Bachupally, Nizampet, Hyderabad 500090, Telangana, India
     

   Subscribe/Renew Journal


This research study analyzes management education from the perspective of the major stakeholder: the student community. Students’ perceptions vis-à-vis expectations with respect to management education were assessed with specific reference to curriculum and pedagogy across comparable formats such as business schools, university departments and affiliated colleges located in Bengaluru, India. The primary data for the study were gathered using a structured questionnaire, personal interviews and discussions, while the secondary data were collected from refereed journals, text books and web sources. It was explored whether there was a ‘gap’ between students’ expectations (in terms of it meeting their needs as students of management education) and their perceptions of the same. The impact of respondents’ demographics as well as their level of involvement in studies on their perceptions as well as expectations was determined. This research was guided by a conceptual framework based on a ‘gap analysis’ model originating from the business and marketing literature. Gap analysis was helpful in identifying the areas of concern and evolving suitable strategies to bridge the same and furthering the cause of management education. The major findings of the study include the establishment of a gap between perception and expectations across almost all variables in pedagogy and curriculum, and that higher student involvement leads to higher expectations. Recommendations for academia have been made based on the findings of the study.

Keywords

Curriculum, Gap Analysis, Management Education, Pedagogy, Student Involvement.
User
Subscription Login to verify subscription
Notifications
Font Size

  • AACSB (2002). Management education at risk: Report of the management education task force to the AACSB International board of directors. Clemson, SC: Author. Accessed February 20, 2016, from http://www.aacsb.edu/~/media/AACSB/Publications/research-reports/management-education-at-risk.ashx

  • AACSB International. (2011). Globalization of management education/: Changing international structures, adaptive strategies, and the impact on institutions (1sted.). Tampa, FL: Emerald Group Publishing Limited.

  • Bateson, J. (2002). Consumer performance and quality in services. Managing Service Quality: An International Journal, 12(4), 206-209.

  • Bennis, W. G., &O’ Toole, J. (2005). How business schools lost their way. Harvard Business Review, 83(5), 96-104.

  • Berry, L. L. & Parasuraman, A. (1992). Marketing services: Competing through quality. New York, NY: Free Press.

  • Brocato, R., & Potocki, K. (1996). We care about students... one student at a time. The Journal for Quality and Participation, 19(1), 74.

  • Brown, S. W., & Swartz, T. A. (1989). A gap analysis of professional service quality. Journal of Marketing, 53(2), 92-98.

  • Brown, K. G., Arbaugh, J. B., Hrinvak, G. & Kenworthy, A. (2013). Overlooked and unappreciated: What research tells us about how teaching must change. In Disrupt or be disrupted: A blueprint for change in management education(pp. 219-248). San Francisco, CA: Josey-Bass and GMAC.

  • Cajiao, J., & Burke, M. J. (2016). How instructional methods influence skill development in management education. Academy of Management Learning & Education, 15(3), 508-524.

  • Chickering, A. W. & Gamson. Z. F. (1987). Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, 39(7) 3-7.

  • Christopher, E., Laasch, O., & Roberts, J. (2017). Pedagogical Innovation and Paradigm Shift in the Introduction to Management Curriculum. Journal of Management Education, 41(6), 787-793. Doi: https://doi.org/10.1177/1052562917724553

  • Datar, S. M., Garvin, D. A., & Cullen, P. G. (2011). Rethinking the MBA: Business education at a crossroads. Journal of Management Development, 30(5), 451-462.

  • Darlaston-Jones, D., Pike, L., Cohen, L., Young, A., Haunold, S., & Drew, N. (2003). Are they being served? Student expectations of higher education. Perth, Australia: Edith Cowan University and the University of Western Australia.

  • Edgington, R. (2011). 2011 Corporate recruiters survey. New York, NY: Graduate Management Admissions Council (GMAC).

  • Forrester, G. & Parkinson, G. (2004, September).‘Mind the gap’: students’ expectations and perceptions of induction to distance learning in higher education. Paper presented at BERA Annual Conference, UMIST, Manchester, United Kingdom.

  • Garnjost, P., & Lawter, L. (2019). Undergraduates’ satisfaction and perceptions of learning outcomes across teacher-and learner-focused pedagogies. The International Journal of Management Education, 17(2), 267-275.

  • Ginsburg, M. (2010). Improving educational quality through active-learning pedagogies: A comparison of five case studies. Educational Research, 1(3). 62-74.

  • Goyal, E., & Parekh, V. (2012). Comparison of various pedagogies in management education. Indian Journal of Higher Education, 3(2), 1-10.

  • Kenworthy, B. (2003). Supporting the student in new teaching and learning environments. InA. Tait&R. Mills (Eds.), Rethinking learner support in distance education: Change and continuity in an international context (pp. 55-63). London, UK: Routledge Falmer.

  • Kotler P.& Levy S. J. (1969). Broadening the concept of marketing. Journal of Marketing, 33(1), 10-15.

  • Kuechler, W., & Stedham, Y. (2018). Management education and transformational learning: The integration of mindfulness in an MBA course. Journal of Management Education, 42(1), 8-33.

  • Nunan, T., George, R. & McCausland, H. (2000). Rethinking the ways in which teaching and learning are supported: The flexible learning centre at the university of South Australia. Journal of Higher Education Policy and Management, 22(1), 85-98.

  • O’Rourke, L. (2007). Teacher trainer tutor: Transforming the learning relationship. New Delhi, India: Indiana Publishing House.

  • Olalla, C. B., & Merino, A. (2019). Competences for sustainability in undergraduate business studies: A content analysis of value-based course syllabi in Spanish universities. The International Journal of Management Education, 17(2), 239-253.

  • Parasuraman, A., Zeithaml, V.A. & Berry, L.L. (1985). A conceptual model of service quality and implications for future research. Journal of Marketing, 49(4), 41-50.

  • Patil, A. R. (2012). Pedagogy of business education for employability: Interdependency of the factors determining employability of the management students. AIMA Journal of Management & Research, 6(4/4), 0974-497

  • Philip, J. (2009). Management education in India. In J. Philip (Ed.). Business education in India - A ringside view (pp. 25-32). Bangalore: Xavier Institute of Management and Entrepreneurship (XIME).

  • Priya, A. (2007). Global world & quality of management education in India. Retrieved February 20, 2016, from http://www.indianmba.com/faculty_column/fc631/fc631.html

  • Reed, D. (2002). Management education in an age of globalization: The need for critical perspectives. In C. Wankel and R. DeFillippi (Eds.) Rethinking management education for the 21st century (pp. 209-234). Greenwich, CT: Information Age Publishing (IAP).

  • Rao, G. P. (1989). Management education in India- A proposal, In J. Philip & D. Shankar Narayan (Eds.) Management education in India (pp. 34-35). Bengaluru, India: Indian Institute of Management Bangalore (IIMB).

  • Rao, T. V., Saxena, S., Chand, V. S., Narendran, R., Bharathan, K., & Jajoo, B. H. (2014). Responding to industry needs: Reorienting management education. Vikalpa: The Journal for Decision Makers, 39(4), 1–10. https://doi.org/10.1177/0256090920140401

  • Ritter, B. A., Small, E. E., Mortimer, J. W., & Doll, J. L. (2018). Designing management curriculum for workplace readiness: Developing students’ soft skills. Journal of Management Education, 42(1), 80-103.

  • Rivis, V. (Ed.) (1997). Managing guidance in higher education, using quality assurance guidelines: Selected case studies. London, UK: Higher Education Quality Council.

  • Round, A. (2005). A survey of student attitudes, experiences and expectations on selected vocational courses at the University of Northumbria. Retrieved October 10, 2017, from https://www.northumbria.ac.uk/static/worddocuments/ardocs/304165.doc

  • Rubin, R. S., & Dierdorff, E. C. (2011). On the road to Abilene: Time to manage agreement about MBA curricular relevance. Academy of Management Learning & Education, 10(1), 148-161.

  • Rynes, S. L. & Bartunek, J. M. (2013). Curriculum matters: Toward a more holistic graduate management education. In Disrupt or be disrupted: A blueprint for change in management education (pp. 179-218). San Francisco, CA: Josey-Bass and GMAC.

  • Sardar, A. Amjad., S. & Ali, U. (2016). An empirical analysis of the service quality gap in business education: Evidence from higher education in Pakistan. Journal of Education for Business, 91(3), 148-158.

  • Sewart, D. (1993). Student support systems in distance education. Open Learning, 8(3), 3-12.

  • Sinha, D. P. (2004). Management Education in India-Perspectives and Challenges. Hyderabad, India: ICFAI Books.

  • Shukla, S. S. (2013). Management education in India: Issues and concerns. International Journal of Education and Learning, 2(2), 15-26.

  • Shetty, N. S. (2014). Management education in India: Trends, relevance and challenges ahead. Nitte Management Review, 8(2), 139-148.

  • Spring, J., (2006). Pedagogies of globalization: The rise of the educational security state. Mahwah, NJ: Lawrence Erlbaum Associates.

  • Sunley, R., Harding, L., & Jones, J. (2019). Realising creativity in management education: Putting student energy into action. The International Journal of Management Education, 17(2), 172-181.

  • Tam, M. (2001). Measuring quality and performance in higher education. Quality in Higher Education, 7(1), 47-54.

  • Thorpe, M. (1993). Evaluating open and distance learning (2nd ed.). Harlow, UK: Longman.

  • Vince, R., & Reynolds, M. (2007). Handbook of experiential learning and management education. Oxford, UK: Oxford University Press.

  • Wankel, C., & Stachowicz-Stanusch, A. (Eds.). (2011). Management education for integrity: Ethically educating tomorrow’s business leaders. Emerald Group Publishing.

  • Yip, G. S. (2013). Foreword. In Disrupt or be disrupted: A blueprint for change in management education. San Francisco, CA: Josey-Bass and GMAC.


Abstract Views: 187

PDF Views: 0




  • Expectations and Perceptions Regarding Management Education: An Assessment of Students in Bengaluru, India

Abstract Views: 187  |  PDF Views: 0

Authors

N. Meena Rani
Xavier Institute of Management & Entrepreneurship (XIME), Electronics City, Phase II, Hosur Road, Bengaluru 560100, India
R. Srinivasa Rao
Vignana Jyothi Institute of Management (VJIM), Bachupally, Nizampet, Hyderabad 500090, Telangana, India

Abstract


This research study analyzes management education from the perspective of the major stakeholder: the student community. Students’ perceptions vis-à-vis expectations with respect to management education were assessed with specific reference to curriculum and pedagogy across comparable formats such as business schools, university departments and affiliated colleges located in Bengaluru, India. The primary data for the study were gathered using a structured questionnaire, personal interviews and discussions, while the secondary data were collected from refereed journals, text books and web sources. It was explored whether there was a ‘gap’ between students’ expectations (in terms of it meeting their needs as students of management education) and their perceptions of the same. The impact of respondents’ demographics as well as their level of involvement in studies on their perceptions as well as expectations was determined. This research was guided by a conceptual framework based on a ‘gap analysis’ model originating from the business and marketing literature. Gap analysis was helpful in identifying the areas of concern and evolving suitable strategies to bridge the same and furthering the cause of management education. The major findings of the study include the establishment of a gap between perception and expectations across almost all variables in pedagogy and curriculum, and that higher student involvement leads to higher expectations. Recommendations for academia have been made based on the findings of the study.

Keywords


Curriculum, Gap Analysis, Management Education, Pedagogy, Student Involvement.

References