Structure Of Management Education Moving Towards The Future

Published Date: 02 Nov 2017

Research Scholar-PAHER University

Udaipur (Rajasthan) 313001, India, Address: 1372 Shanti Nagar, Sector-5,

HiranMagri, Udaipur (Rajasthan) 313001, India,

Mobile: +91-9950634172,

Email: [email protected]

Dr. Dhiraj Jain

Assistant Professor, Pacific Institute of Management

Udaipur (Rajasthan) 313001, India, Address: 227,Sector-11

HiranMagri, Udaipur (Rajasthan) 313001, India

Mobile: +91-9928083624

Email:[email protected]

Ms. Shweta Garg

MBA (II), Pacific Institute of Management

6 K HA1, Ram singhjikibadi, Sector-13

Hiran Magri-Udaipur-313001

Mobile: +91 9460284772

Email: [email protected]

Abstract:

Education is provided to enhance the student-centred approach to learning in order to foster independent, creative environment capable of problem-solving. It is an approach that emphasises increase in options, giving learners greater control over their learning. The purpose of the study is to hear and gather information on current teaching practices which defining the future scope, innovation for and development of students. The current education system requires to improve the quality of life of students by more problem solving, learning, communication & interpersonal and information gathering skills among the students and gives them the exposure to the market current trends. The education system should be designed to meet the future need of society.The research design adopted was descriptive in nature where structured questionnaires were administered and 100 respondents from the student community were selected from the various management colleges by using stratified random sampling method. Statistical tools like mean, standard deviation and quotosis were used to determine the association and non-association between the variables.

Key Words – Current education, management, students, development

Structure of Management Education–Moving towards the future

Introduction

The development of countries and advancements of modern societies depend upon the education systems available to each country.When the rate of change inside an institution is less than the rate of change outside, the end is in site.(Jack Welch, CEO of General Electric)Right now, education is moving along at a snail's pace, while the world outside is speeding by at an increasing rate. According to Fulton (1989, pg. 12), "Classrooms of today resemble their ancestors of 50 and 100 years ago much more closely than do today's hospital operating rooms, business offices, manufacturing plants, or scientific labs." If you put a doctor of 100 years ago in today's operating room, she would be lost, yet if you placed a teacher of 100 years ago into one of today's classrooms she wouldn't skip a beat. Does this mean that the end is in sight for education? The answer is YES, if you are asking if it means the end of education as we know it today.

Education has remained largely unchanged, despite many technological advances and the introduction of new concepts, the majority of today's classrooms continue to utilize this traditional mode, i.e. classrooms is full of students and the professor and they believe that they will continue to be the accepted mode of instruction. So, the challenge is to prepare the children of today for a world that has yet to be created, for jobs yet to be invented, and for technologies yet undreamed.

For this the current teaching method of the teacher as the possessor and transferor of information is shifting towards a new method in which theteacher is,as a facilitator or coach and this shiftment can be consideration as an important in the development of instructional plans for students with special needs which enhances many qualities among students such as- effectiveness in the leadership skills, communication skills, analytical skills, decision making skills, and also trainedfor the technological and the market current trends etc.

The Educational assessment in the future seems to be moving towards teacher-oriented and performance-based and this era of pervasive technology has significant implications for higher education management system.For example- a notebook and pen may have formed the tool kit of prior generations; today’s students come to class armed with smart phones, laptops and iPods.

Review of Literature

(Yehuda Baruch, 2004) presented several career perspectives, to manifest a trend in career systems and their meaning and implications for individuals, organizations and society and the academic career model as a prospective role model for future career systems, suggested as an intriguing idea and food for thought.(Marie C. Thursby1, 2009)recommended integrated approaches to educating students to operate in this space and discussed the benefits and challenges of integrated approaches to graduate education in technology entrepreneurship. The curriculum focused on the technical, legal, and business issues involved with moving fundamental research to the marketplace, and findsignificant and positive effects of the program on student perceptions of the multidisciplinary capabilities needed to operate in a technological business environment.(Darling-Hammond, 2000) outlines current disparities in educational access and proposes reforms needed to equalize opportunities to learn.(Judy Drennana, 2005)examined the factors affecting student satisfaction with flexible online learning,identified 2 key student attributes of student satisfaction: (a) positive perceptions of technology (b) autonomous and innovative learning styles.Results suggested that student satisfaction is influenced by positive perceptions toward technology and an autonomous learning mode.(Swan, 2001)lookedat factors affecting student satisfaction with and perceived learning from asynchronous online learning and founded that three general factors – clarity of design, interaction with instructors, and active discussion among course participants – significantly influenced students’ satisfaction and perceived learning. Such finding was related to various kinds of interactivity and a ‘community of inquiry’ model of online learning.(Dörnyei*, 2000) focused on providing a taxonomy of motivational strategies rooted in the process-oriented approach, with one specific aspect, the students’ action control and self-motivation, specially highlighted in order to show the compatibility of the approach with current research on student self-regulation.(Patricia L. Hardréa*, 2006) investigated predictive relationships among studentcharacteristics that influence motivation for learning and achievement.They were from three grade levels, and were balanced in gender. Correlations, analysis of variance, and multiple regression analyses were conducted.(Dervitsiotis, 563-570)describeda framework for comprehensive measurement and improvement in education systems, based on multiple criteria, as these are agreed by participants in relevant processes to provide needed motivation for better quality.(Kretovics, 1999)summarized the results of an outcome assessment pilot study which measured the learning outcomes of an MBA program utilizing the learning skills profile (LSP). The results indicated that the MBA program studied does increase the learning skills of its participants compared to entering student scores and a control group. The implication being that an MBA program does add value to students that is not necessarily obtained through work experience alone.

Objectives of the study

To study the current management education practices which define the future scope, innovation for and development of students

To study the perception of the students towards the future management education system.

To examine the satisfaction level of the current management education system among the students.

.Research Methodology

The study is based on primary data collection among 100 students.

Research Design was descriptive in nature.

Random Sampling technique was used.

A well-structured questionnaire was used to collect primary data for analysis. A survey was carried out on the randomly selected students.

Mean, Standard deviation, Skewness and Quotosis was used to test the association or non-association between the variables.

Data has been presented in the forms of tables in order to make the analysis easy.

Statistical softwares along with MS-Excel had been extensive used for the study.

Descriptive Statistics Table

Sum

Mean

Std. Deviation

Skewness

Kurtosis

Statistic

Statistic

Statistic

Statistic

Statistic

Exposure to market current trends

529

5.29

2.447

.044

-.789

Ability to see connections between fields, ideas, concepts.

549

5.49

2.091

.224

-.359

Effective decision making which itself a learning process

616

6.16

2.145

.133

-1.215

Effective analytical skills

591

5.91

2.016

-.222

-.934

Effective leadership skills among students

561

5.61

2.365

.082

-1.012

Ability to multiple the opportunities for learning through the use of technology

601

6.01

2.209

-.093

-.731

Enhancing communication skills

634

6.34

2.371

-.541

-.585

Enhancing the attitude of teambuilding among students

592

5.92

2.135

.068

-.925

Being flexible in different situations.

609

6.09

2.060

.068

-.786

Being innovative and creative

650

6.50

2.488

-.409

-.557

Being enthusiastic and motivated

673

6.73

2.273

-.332

-.777

Valid N (listwise)

 

 

 

 

 

Interpretation: In this the table of MEAN one of the factor has the highest score which shows that the students has more enthusiastic and motivated from the management education systemand the least scores shows that the management education system did not give the students any exposure to market current trends.

Similarly, in the STANDARD DEVIATION table the highest scores shows the variation in the responses regarding the innovativity and creativity among the students and the least scores shows that all are given same responses regarding the effective analytical skills among students.

Table-1 showing the CH2 testing on the hypothesis according to the demographic determinant of the students i.e. gender

Null Hypothesis

H0: There is no significant association between the gender of the respondents and the perception that the management education structure moving towards the future.

Table-1

HYPOTHESIS

GENDER

CONCLUSION AFTER APPLYING CH2TEST

H01

Exposure to market current trends

 Accepted

H02

Ability to see connections between fields, ideas, concepts.

 Rejected

H03

Effective decision making which itself a learning process

 Rejected

H04

Effective analytical skills

 Accepted

H05

Effective leadership skills

 Rejected

H06

Ability to multiple the opportunities for learning through the use of technology

 Rejected

H07

Enhancing communication skills

 Accepted

H08

Enhancing the attitude of teambuilding among students

 Rejected

H09

Being flexible in different situations.

 Rejected

H10

Being innovative and creative

 Rejected

H11

Being enthusiastic and motivated

 Accepted

Interpretation:

As null hypothesis is accepted in the 1, 4,7,11 cases, we can conclude that there is no significant association between the gender of the respondents and the perception that the management education structure moving towards the future.

And as the null hypothesis is rejected in the 2, 3,5,6,8,9,10 cases,we can conclude that there is significant association between the gender of the respondents and the perception that the management education structure moving towards the future.

Table -2 showing the CH2 testing on the hypothesis according to the demographic profile of the students i.e. study level.

Null Hypothesis

H0: There is no significant association between the study level of the respondents and the perception that the management education structure moving towards the future.

Table -2

HYPOTHESIS

STUDY LEVEL

CONCLUSION AFTER APPLYING CH2TEST

H01

Exposure to market current trends

 Accepted

H02

Ability to see connections between fields, ideas, concepts.

 Rejected

H03

Effective decision making which itself a learning process

 Rejected

H04

Effective analytical skills

 Accepted

H05

Effective leadership skills

 Rejected

H06

Ability to multiple the opportunities for learning through the use of technology

 Rejected

H07

Enhancing communication skills

 Accepted

H08

Enhancing the attitude of teambuilding among students

 Rejected

H09

Being flexible in different situations.

 Accepted

H10

Being innovative and creative

 Accepted

H11

Being enthusiastic and motivated

 Rejected

Interpretation:As null hypothesis is accepted in the 1, 4, 7, 9, 10 cases, we can conclude that there is no significant association between the study level of the respondents and the perception that the management education structure moving towards the future.

And as the null hypothesis is rejected in the 2, 3, 5, 6, 8, 11 cases,we can conclude that there is significant association between the study level of the respondents and the perception that the management education structure moving towards the future.

CONCLUSION-

From the above research it can be concluded that there is significant association between the gender of the respondents and the perception that the management education structure is moving towards the future .i.e. the ability to see connections between fields, ideas, concepts, effective decision making , effective leadership skills, ability to multiply the opportunities for learning through the use of technology, enhancing the attitude of team building among students, being flexible in different situations, being innovative and creative.

Similarly, it can also be concluded that there is significant association between the study level of the respondents and the perception that the management education structure moving towards the future i.e. ability to see connections between fields, ideas, concepts, effective decision making which itself a learning process, effective leadership skills, enhancing the attitude of teambuilding among students and being enthusiastic and motivated.