OVERVIEW OF MBA PROGRAMS IN INDIA FROM A GLOBAL PERSPECTIVE

Globalization, changing workforce demographics, and contemporary social and economic agendas have driven business schools to address diversity. However, gender and diversity education is not yet integrated into mainstream management education and we maintain that gender diversity, as part of management education, must be pulled to the top of the business school agenda. We focus on gender, as women are globally the largest underutilized group, and are a growing part of the global talent pipeline that companies need to remain competitive. We trace the connection between trends in industry, drivers of diversity training in business, and their subsequent impact on management education. Based on our review (or curriculum audit), we argue that management education has not met the gender diversity needs of our students, business and society.

Branding is about delivering on desired outcomes. The importance of positioning program offerings on the basis of outcomes sought in the education market is illustrated in this study of choice of an MBA program by prospective students. MBA fair attendees were surveyed and multiple methods were employed to determine the importance of desired outcomes and the ratings of MBA programs on their ability to deliver these outcomes. In a highly competitive market, differentiation and effective positioning appear to be the keys to success of both the two competing business schools studied.

Globally the apparatus of formal business education is over 150 years old. It has witnessed phenomenal growth over this period. The trained managerial manpower produced by the business schools has led the industrial sector successfully as reflected in the growing contribution of industry in the national income. Despite this critical and obvious role of managerial talent in optimum utilization of different factors of production, and consequent improvement in productivity and efficiency, of late, business education sector has witnessed waning of interest both from industry as well as students. There appears to be growing scepticism from all stake-holders about raison d’être of business schools. India is no exception to this global trend. This has put business school fraternity in a mode of soul-searching and innovation. Industry will be a key contributor to the realization of the dream of India becoming a developed country. And this is possible only when industry is in the hands of able leaders and managers. In this light, this paper is an attempt to study the paradox that why there is a decline in this sector despite a positive demand-supply gap in the market for managerial talent. Both a diagnosis and a prognosis have been offered based on inferences drawn from market data, other studies, reports and expert opinion.

In this my paper I try to figure out why people are doing MBA in Nepal and explore some of the emerging trend so that we can figure out where we are moving. It certainly helps to determine the future path. It’s a result of research done in college and shows the relationship between doing MBA and future goal. It also explore various factor that student consider before joining any management colleges. It is pure on research basis done at king’s college, Kathmandu, Nepal as a part of my work. This study shows the internal and external motivational factor influencing students to continue study Master of Business Administration (MBA) . Theoretical framework had been collected form secondary data. The research found out that most of the student who had bachelor background as BBA are willing to join MBA. Other background student chooses MBA to increase the managerial skills. The gender distribution in the MBA is nearly same. The study also explained which factor that student most consider before selecting MBA college like college infrastructure, management structure, curriculum, teaching style, past achievement of college, affiliated university etc. the research found out most of the student focus on curriculum and management style of college. The study had also explained the main factors those lead students decide to study MBA. it describe various factor such as requirement of MBA increases because of globalization change, Organizations prefer efficiency business solving-problem skill, leadership and management skills, for career change, for better job opportunity, at the same time people need to improve their professional career. The study found out most of the student are doing MBA because to increase their management and leadership skills. Such that they believe it will increase their knowledge and research found that it actually happened. Most of the student confidence level are growing after joining MBA

The business environment has changed very rapidly over the last years and will continue to do so in the future. New paradigms, techniques and centers of power are emerging and call for highly advanced knowledge in the field of management. This is precisely what we aim to offer in the Master in Management -Grande école Program at HEC Paris. At the same time, we expect our graduates to foresee these changes and be able to make a difference in this changing world. This explains why HEC Paris seeks to attract the best students from all over the world into its Master Program. For more than a century now, academic excellence and selectivity has stood for the "Grande école spirit" that HEC Paris has contributed to build. The curriculum is divided into two phases: the first phase is an immersion into the foundations of business knowledge, while the second phase is dedicated to a specialization that you have chosen according to your professional project, followed by an optional Certificate. Many specializations are offered not only on campus but also through a large range of international programs. The program also benefits from close ties with the business community: corporate partners are very active in providing practical knowledge through direct participation in courses, training seminars, consultancy projects and conferences organized on campus. They also participate in several recruiting events throughout the year and offer numerous internships and job offers to our students. Finally, we believe that the key asset HEC Paris offers its students from all over the world is our renowned and long-established tradition of welcoming international students, be it in the content of the program, its international exposure, the involvement of the business community, the network of 45,000 alumni or the school's reputation which is constantly ranked amongst the Top Business Schools in the world. In addition, the campus, an ideal living and learning environment and the rich cultural and social life of nearby Paris will help make your stay a rewarding experience. We know that choosing the right business school is a hugely difficult decision to make, but remember our goal here at HEC Paris is to help you to make your career dreams come true! We look forward to welcoming you soon.

Campus Placements is one of the most preliminary parameters for measuring Higher Education Graduation Outcome. As such, placement strategies of every such institution remain a matter of curiosity and debate. The Government approved National Institutional Ranking Framework (NIRF) outlines a methodology to rank institutions across the country on basis of various critical parameters. Therefore, with a view to determine how the top-ranked institutions are successful in terms of placing total students and salary offered is studied and analyzed through this research for arriving at meaningful inferences and interpretations. An attempt is also made to explore the various placement strategies, industry-interaction initiatives, and interview scheduling practices of higher ranked management institutions of India as well.

Performance of higher educational institutions can be measured using different criteria like student pass percentage, the annual research output, student placement result, foreign exposure, quality education etc. In this paper, we have used a recently developed model of measuring research productivity for higher educational institutions based on calculating institutional research index and weighted research index. The institutional research productivity is calculated using a metric which consists of three institutional variables and one parameter. The three variables identified are Number of Articles published in peer reviewed journals (A), Number of Books published (B), and Number of Case studies and/or Book Chapters (C) published during a given time of observation. The parameter used is a number of full-time Faculty members (F) which remains constant during a given period of observation and the number of research scholar registered for their Ph.D. work. The framework can be used to determine institutional research productivity by calculating Institutional Research Index for higher educational institutions. Further, the model is tested by making use of case examples of seven top Business Schools in India. The value of annual research index is calculated for these institutions for last four years and observed variation of research productivity during these years are studied and discussed.

The introduction of “design thinking” into the Business-school curriculum is a relatively new phenomenon, and standard practices and curricula have not yet been established. This paper examines the design-thinking programs of 12 North American MBA programs and identifies four themes related to the concept’s adoption.

Much has been written about the benefits and drawbacks of blended learning. This paper presents an Experiential Hybrid delivery model in which face-to-face field trip experiences are blended with complementary online instruction. As institutions seek to find alternate delivery modes that challenge both traditional class time structures and accommodate working students, the experiential hybrid approach helps actively engage online learners, build community, and build personal faculty/student relationships. This paper presents the case study of a Management Information Systems class that was translated into this new blended format, and provides insights on ways that the format could be applied to other business courses.