A Relook into Teaching Pedagogy in

Management Education
Dr. R. Krishna Kumar*

Introduction input quality. In addition, there are fundamental issues

To ensure that management education is able to deal of academic delivery quality as most run-of the-mill
with global, technological and market changes, it is colleges spend less than 10 per cent of their revenues
imperative for business schools to use appropriate on actual academic delivery. Most college managements
curricula, course materials and teaching models that complain of not being able to have enough admission
are not only up-to-date but also internationally in spite of investing huge money on College
competitive". Interactive and participative teaching infrastructure and startup costs. And those that are
methodologies are the need of the hour. Management able to fill capacity they admit anyone who applies for
education is a process of leading in thought and action. admission thus resulting in poor input, leading to poor
Today there is a lack in focus on holistic education for placements. It is clear that management education will
the students aspiring to pursue MBA. Hence the student emerge as one of the most sought after programs of
is not gainfully employed nor is he prepared to start higher learning, due to its growing demand. It has
his own venture. The core competencies of a business been stated that business schools, if they have to
school offering management education lies in its unique survive, have to focus on research to solve problems
and innovative teaching pedagogy to enable meaningful of enduring importance and to build such curricula and
learning and development of skill sets that the adopt innovative pedagogies that can actually prepare
employers think deem fit to employ. This paper students to be effective in practicing the profession
analyses the present system of management education and face real life.
its pitfalls and presents how teaching pedagogy has to Review of Literature
be developed to make management education process
Indian educational system has been subjected to fast,
more meaningful and productive from the perspective
radical, and ever revolutionary change over recent
of the stakeholders at large. This paper examines the
years. Knowledge and knowledge-creation will be far
issues that need to be addressed and a possible
more central to them management education of the
direction so that management education can be
future rather than technology. Education doesn't stop
rejuvenated.
with providing information but must transfer
Management Education Today knowledge, wisdom and ideas. This fundamental
There are more than 2500 B-schools in India where transformation of management education is both
students invest a massive sum hoping to find their inevitable and necessary because the present
dream career after completing their program. consumption patterns of mankind can only take him
Unfortunately, these business schools are not even able thus far in its evolution and no further. We are therefore
to place more than 30% of student except few top B going to experience in the next decade altogether
schools. This is really an issue for concern and various different focus of organizations and management
reasons can be attached to it. These reasons can be systems. It will, therefore, be necessary to anticipate
attributed to the institute's quality imparting education, and study some of their contours so that we design
student quality, and rigid controls of affiliating appropriate system of management education as early
authorities. Quality has deteriorated from both ends as possible. The values are of utmost importance and
Institutes imparting education and student gaining are inseparable irrespective to any form of education.
education. There are fundamental issues of student Management education should produce persons with

*Professor, JKSHIM, Nitte

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such value orientation, who, through example of action, and contributing to creating a desirable future
dedicated hard work in a spirit of service, can change for businesses in particular and the economy as a
the attitude of the people they manage towards work, whole. The ultimate goal of management education is
and towards each other to ensure quality of life and of to prepare students to achieve professional success in
work life. business management. Keeping in view this larger
purpose of management education, business schools
Management institutes are often criticized for focusing
should thus focus on developing a number of aptitudes
more on theory and on quantitative analysis while
and skills, specifically:
neglecting interpersonal relationship. It is often stated
that management education should be experience- 1. Management Schools should provide an
based, active, problem oriented and modified by education that combines both generalist and
feedback and action learning serves the purpose. Due specialist components.
to globalization and advancement in information 2. Management Education should be much more
technology the role played by management education holistic in character. It needs to be more
in enhancing countries’ knowledge base has been integrated - incorporating a number of functional,
placed under a sharper focus thus it has become quantitative, and analytical fields including the
imperative to look at management education from the humanities and sciences - to educate the "whole"
market oriented perspective and take a strategic view manager to meet the responsibilities and
to better align business education with the requirement challenges of the future.
of the global market. Management education can be 3. Management schools, thus, should aim to
more meaningfully viewed as a process, rather than a develop future managers with a "portfolio of
program with twin objectives first, change in role Capabilities" quantitative, computer and other
behavior and second, effective influence of individual analytical skills, functional knowledge and
practicing managers upon their organization. communications, interpersonal, bargaining,
Management education in India today has acquired negotiation, entrepreneurship, administration
the characteristics of a commodity, to be bought and and other non-cognitive skills.
sold in markets like other commodities. 4. Management education involves a lifetime
Global Management Education process - a "continuum of learning" - with self
teaching and initiative beyond the business
Over the last decade, management education has been
school, work experience, on-the job training, and
challenged by the increasingly competitive environment
management at the corporate level and possibly
brought about by globalization and internationalization.
refurbishment of management knowledge at
Corporations have come to view management
business schools at least once during a career.
education as having become too theoretical and not
practical enough, and graduates as being ill-equipped 5. Management schools should teach more effective
for the kind of corporate leadership positions. In short, environmental scanning and analysis which is
there is a widening gap between the level of skills and particularly important for domestic and
competency which corporation expect and the skills international business.
imparted by these business schools. Hence, there is a 6. A closer partnership should be developed
need for modern business schools to transform between educators and managers in the future.
themselves and operate as centers of excellence in 7. Management schools should strive to develop
learning and impart knowledge and skill for life. Today, experiential courses in creativity and managerial
management education should aim at developing a innovation.
holistic personality capable of maintaining a balance
8. Develop state-of-the-art domain knowledge,
among contradictory demands, taking charge of
skills and competencies;
functional responsibilities, being accountable for one's

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 9. Impart generic skills transferable across domains feeling and actions, and integrity;
and situations - creativity, innovation, problem- 24. Create an understanding of the societal context
solving, strategic thinking and communication; and sensitivity to social developmental issues;
10. Build thinking-ability skills and emphasize 25. Imbue the holistic perspective by way of a
cognitive development (conceptualization, balanced emphasis on often-conflicting
analysis, synthesis) dealing with abstraction; constituents of the system within the framework
Management Education in India of the larger purpose of life and society.
11. Foster a spirit of inquiry and critical evaluation
of and experimentation with new ideas, Skill Set of MBAs
information, approaches, assumptions and The skills MBA students should acquire by the time
frames of reference; they graduate have been classified into three major
12. Inculcate research ability, research value, and groups: (i) learning and thinking skills; (ii) information
methodological rigor; and communication technology literacy; and (iii) life
13. Cultivate one's ability to learn on one's own and skills
instigate learning how to learn, autonomous (i) Learning and thinking skills include critical-thinking
learning, life-long learning and one's ability to and problem-solving skills, communications skills,
reflect one's own learning process; creativity and innovation skills, collaboration skills,
14. Promote original thinking and the critical contextual learning skills, and information and
examination of prevailing concepts as opposed media literacy skills.
to merely conforming to existing notions and (ii) Information and communications technology
approaches; literacy is the ability to use technology to acquire
15. Generate cross functional perspectives and mind and develop 21st century content knowledge and
sets, systemic orientation, and system thinking; skills.

16. Build one's ability to convert ideas into practice - (iii) Life skills include leadership, ethics, accountability,
delineating, planning, implementing and and adaptability, personal productivity, personal
evaluating ideas and concepts; responsibility, people skills, self-direction, and
social responsibility. Management Education in
17. Instill professional and human values;
India
18. Further the right and relevant attitude to grow
and learn and an openness to change; Innovative Pedagogical Techniques
19. Teach behavioral skills like cooperation, (i) Action-Oriented Leadership
collaboration, team work and inter-personal The focus is on leading in turbulent and uncertain
Competence; environments, driving fundamental change
20. Breed entrepreneurial leadership-like initiatives, throughout the organization, and achieving
risk taking, mobilizing support and Resources, longer-term objectives. Students discover new
and self discipline; insights about themselves; how they analyze
21. Instill a transcendental ability such as vision, problems, what constitutes their leadership style,
aspiration, transformation, or inspiration; and how they can best contribute to the success
of their organizations. .The ultimate measure of
22. Develop self-efficacy, positive self regard, self
success is the positive impact MBA graduates
directing and self regulating Capabilities, positive
make when applying their new leadership skills
outcome judgment;
and insights across all levels of the organization.
23. Focalize on integrated personality development, In addition to implementing their personal action
congruency among values, attitudes, thoughts,

46
 plans, students begin the process of lifelong by focusing on values and ethics as the guiding
learning. One vital ingredient of management principles.
education and training in a globalized environment
(iv) Teaching Techniques
is students' experience with mobility. All
Students learn in many ways through class room
management students should have the
interaction. Therefore one of the main challenges
opportunity during their studies to undertake a
a good lecturer faces is how to get students
recognized period of study or a work placement
actively engaged. Beneficial teaching methods are
in another country. Management education should
those that encourage students to debate on the
include a mobility window as an integral part of
the studies. topic on hand, arouse their curiosity, and lead
them to ask many questions as a way for them
(ii) Inculcating a Global Mindset to know the subject in depth. This process helps
London Business School published a study that students internalize the various dimensions of the
identified the knowledge, skills and attributes the management Education in India. It also creates
young leaders need in order to succeed. The genuine excitement and creativity in the minds
competition is nothing but a race for mastering of the learner by combining theory with practice.
knowledge and skills. If Indian industry has to Student engagement through interactive learning
compete globally we need executives with world events is critical in preparing student for21st
class talent. The issue is how to inculcate a global century careers in a global business environment.
mindset, though managers may act only locally. Techniques like questioning skills, worksheets,
A survey brought out some issues viz.: and presentation slides and films help to produce
1. Executives have to move from the cheap seat interactive lectures. The role of the teacher has
to the front row of business leadership, and thus changed and a new emphasis put on being
business schools must develop a new approach a designer and facilitator of learning. Defining
to teaching and learning. How can business student learning outcomes is a critical first step
schools carry this out rapidly? in course design and technology tools can help
to facilitate a more efficient and effective delivery
2. Business schools have traditionally provided a
of concepts, ideas, and analyses.
reflective learning space, a place to absorb
information and knowledge. How can they be Co-operative learning is another key teaching
made to imbibe an agenda that is practical and methodology in management education. Activities
action oriented? such as, for example, management games and
projects help students hone their personal as well
(iii) Inculcating Values
as professional work skills. These management
B-Schools face a number of problems, many of
games give students simulated opportunities to
them as a result of offering a value proposition
put theories into practice. The simulation
that primarily emphasizes the career enhancing,
technique enables them to learn from each other.
salary increasing aspects of business education
Student-centered active learning forces all
as contrasted with the idea of organizational
students to participate in the learning activity. It
management as a profession to be pursued out
also helps them fully grasp the benefits of team
of a sense of intrinsic interest or even service.
work in real work situations.
These arise from a combination of a market -
like orientation to education coupled with an In a nutshell, management education pedagogy
absence of a professional ethos. The issue in should focus on:
India is to make B-Schools create greater impact 1. Being more student centered;

47
 2. Developing case input so as to integrate and prioritizing the art of governance as the approach
theory into practice; to management. It should also promote social
3. Including workshops to develop deep thinking accountability and environmental responsibility and
on the subject; inculcate the skills enabling business school graduates
to take up business, community and environmental
4. Giving students more exposure to the realities
issues at all levels. In other words, business schools
of the industries;
must be innovative, flexible and responsive to the
5. Creating a work environment and adopting
dictates of the changing environment. It is the joint
project methods those promote discovery
responsibility of Government, public sector and private
learning; and,
firms and educators, to put management education
6. Putting more emphasis on themes or on a new growth trajectory. Today, an MBA has gained
simulation, role playing, and socio-drama. importance due to the emergence of professionalism
Implications for Management Education in India in corporate sectors and globalization. The competitive
Management educations have to focus on the topics to business environment has paved the way for increased
be taught (what has to be taught) and method of demand for management graduates in the employment
delivery (how it has to be taught). Management market. This has led to a significant expansion of
education has to give emphasis on making management management education across the country. Today,
education relevant to the Indian Context, the themes business schools have the challenging task of
to be covered, and the way the topics have to be dealt developing the competency level of students to meet
with. Detailed coverage has to be developed for each corporate expectations. Given the developments in
subject. Since management is a practice oriented today's business environment, preparing our students
domain, management education has to incorporate an for their future will require significant change in the
element of on-the-job training. This will need a mix of curriculum and pedagogy and pose great challenges
concepts, cases, exercises as well as simulations for to all involved in the process of management
themes such as business strategy, market planning, education.
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