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| EDUCATION TRIBUNE |
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Values lay the foundation
Making management education world class
Campus NoteS
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Values lay the foundation Sameer, an engineer by profession, recently got selected to a premier management institute of the country after putting in painstaking efforts for several years. He has moved to a far-off city to join the prestigious study programme, leaving his wife and little daughter at home. He has also quit his well-paying job at a multinational company, as he is sure of getting a much better opportunity — with a much fatter pay packet — once he completes this course. Sameer’s case (read mindset) is not an isolated one; the examples can be multiplied. The reason is simple: At present, most of our urban youth are firm subscribers to the belief that the sole purpose of acquiring education is to become able to make money. Thanks to this ideology, a majority of the students coming from a middle-class background aim at wresting a seat in some professional course and eventually to earn huge amounts of money. Engineering and management courses have become the most sought-after ones by virtue of the hefty salary packages got by the pass-outs of these disciplines. More often than not, these young engineers and MBAs prefer to work abroad for the so-called “quality of life”. Even the courses in medicine, law, education and social service are now pursued with the aim of acquiring money and status. These days, a career in civil services is pursued not to get a chance to “serve” the masses, but due to the charm of the status and glamour attached to the post. As one’s status is directly linked to his/her financial strength in this era, these have become virtually inseparable. As a result, one thinks of making lots of money so as to earn a respectable position in the society. However, in the process, concepts like nationalism, social responsibility and serving the weaker sections of society have become alien to today’s youth. Worse, they are fast getting bereft of moral values like truthfulness, honesty, integrity and sound character. In short, money has become the singular target of these modern-day Arjunas. In their quest to earn more and more money within a short time, the present-era youth won’t let the “outdated” and “rotten” values come in their way. What is even more unfortunate is that even the parents and other family members of such “successful” youngsters feel proud of their achievements and encourage them. They are also projected as role models for the other young ones in the family. Thus, a cycle is set up and most students become part of it, little realising the far-reaching consequences. If a child has some other inclination, say for music, fine arts, writing or other such fields, it is usually suppressed. Then, there is another aspect of the issue. While some youths get salary packages running into six or even seven figures, there are many others who are not able to make both ends meet despite their best efforts. This further increases the disparity among the two sections of society, the haves and the have-nots. Out of frustration, the have-nots sometimes even resort to anti-social means in an abrupt attempt to bridge the gap, which is again a cause for concern. As regards the remedy, an extensive overhaul of our education system seems to be the need of the day. The country needs an education system which inculcates moral values as well as spirit of nationalism in the young minds. The teachers as well as the administrators of the educational institutions need to present ideal role models for the impressionable minds of their pupils. The parents should also play a positive and meaningful role in bringing up their children. Apart from imparting good values to their children, they also require to remain insulated from the materialistic social influence themselves and also shield their children from it. Instead of burdening the child with one’s own aspirations, unfulflled desires and expectations set by society’s standards, the parents should just let their children be themselves and try to bring out their real talent and creativity. If such an approach in education is adopted during the formative years of the children, it is quite likely that they grow up as much better human beings, and not merely as money-making machines.
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Making management education world class Management
is one of the most essential human activities. Effective organisations cannot exist, if not managed with proper planning. When management breaks down, it gives rise to disorder, individual or collective, and the chaos becomes unmanageable. Effective management means converting human passion and enthusiasm for changing personal happiness into a collective obsession for social well-being through extra-ordinary performance at work. Thus, studying management is a wise investment of time and energy. Because of the ‘chaos’ of today, the need of management education is must. Also, if India is to fulfil its dream of becoming the largest economic powerhouse in the world, it should improve the quality of its human resources. And learning the discipline of management definitely does that. It is said that the illiterate people of the 21st century will not be those who cannot read and write but those who cannot learn, unlearn and relearn. Education, particularly management education, is widely recognised as a tool to enlighten the ‘ignorant’ of the 21st century. However, there is a huge number of ‘ignorant’ and the gap between demand and supply of the ‘educated’ in the discipline of management is increasing. Thus, there is a need for having more management institutions in the country. This write-up is an attempt to assess how the need of quality management education is being met and what should be done to improve the present education system. The northern region has very few institutions that provide quality management education. For instance, Panjab University’s management programme has few seats, while there is a large number of aspirants (around 10,000 candidates vie for approximately 200 seats in different management disciplines). This leaves ample space for private organisations to set up management institutions in the tri-city region, comprising Chandigarh, Panchkula and SAS Nagar. Though many so-called management institutions have already mushroomed in recent years in this region to fill this space, management education has become a big business in recent times, thanks to the hefty pay packages, which pass-outs from IIMs and the likes are being offered. Business management today is indeed more of business and less of management. With IIMs hiking their fee, other players will no doubt soon follow suit and increase their margins. Today, liberalisation, privatisation and globalisation are shaping the destiny of billions across the world. Education is getting globalised as large number of Indian students pay huge fees to join the management and other courses in the US, UK, Australia, New Zealand, Canada. This rush is basically because admission to ‘A’ and ‘B’ grade schools in India is extremely difficult and other institutions don’t get the students the jobs they want. Indian management education can be made world class only if it has the following ingredients: Only working professionals having at least three years work experience with basic minimum qualification should be admitted to an MBA programme. Those with lesser experience, say up to three years, and lower basic qualifications should be admitted to graduate programmes like BBA. MBA programmes need to be tailor-made to suit professionals with different background. In addition to the core management subjects, every management programme should include communication skills, problem solving, creative thinking, character-building, personality development, leadership, business ethics, entrepreneurship, etc. Both undergraduate and postgraduate management programmes should be flexible in time frame. The increase in number of management institutes doesn’t necessarily mean drop in quality. This entirely depends upon the management and the quality of faculty available. Most of the upcoming, so-called MBA schools compromise on infrastructures and faculty and somehow ‘meet’ the All-India Council of Technical Education (AICTE) standards to attract ignorant students, which should be stopped. Undergraduate management programme like BBA can be introduced as a five-year integrated course. The pass-outs from BBA can become feeders for MBA. Teacher/scholars having good knowledge, communication skills and the passion to develop the students as first-rate managers, good citizens and quality human beings should be encouraged. Thus, emphasis in management institutes should shift from teaching to learning. Today’s management institutes should be able to generate knowledge, refine and reinvent knowledge, examine, explore and redefine knowledge, share knowledge with community, transform knowledge into action, experience, wisdom, etc. These must constantly adapt and innovate to ensure success in the changing market environment. These institutes need to review their mission, vision and objective, develop linkages between other disciplines and explore ways and means to become world-class learning organisations. It will give them new direction and perhaps new hope to the would-be managers of tomorrow who would be confident to take society to higher heights. Unless we change our system of setting up and regulating education institutions by leaving it to the wisdom of capable and motivated educationists, there is no hope of availability of quality education. India cannot become the management education hub of the world, until the present education system is revamped.
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Campus NoteS The Extension Education Directorate of Haryana Agricultural University will train farmers of Haryana in using the latest food crop technology, horticultural crops, livestock breeding, and use of modern farm machinery and implements. Director of Extension Education, Dr R. K. Malik said that these trainings would be conducted by the scientists at the main campus at Hisar and at Krishi Vigyan Kendras ( KVKs ) at all district towns of Haryana . Dr Malik said that the subjects on which the trainings would be conducted included: raising of nursery of winter and summer vegetables and their cultivation, forestry plants, nurseries and orchard plants, pest management and weed control in kharif crops, balanced use of insecticides and fertilizer, honey bee farming, medicinal crop farming, mushroom cultivation and preparation of vermi compost. He said time, labour and money-saving technologies would be passed on to the farmers through these short-term trainings courses free of cost.
3 students get national fellowship
The University Grant Commission (UGC) has awarded national fellowship to three students of Haryana Agricultural University. Disclosing this, the Head, Department of Botany and Plant Physiology, Dr H. R. Dhingra said Sunder Singh, Asha and Anita Rani who were pursuing Ph.D courses in his department, had been awarded the Rajiv Gandhi National Fellowship by the UGC. He said each of these students would get Rs 8,000 per month apart from Rs 12,000 as contingency amount during first two years and Rs 25,000 in the third year for research.
Guru Jambheshwar University of
Science & Technology, Hisar The Training and Placement Cell for engineering students of Guru Jambheshwar University of Science and Technology was inaugurated by Dr Devinder Dayal Singh Sandhu , Vice-Chancellor. The cell has been set up in Teaching Block-7 of the university. Dr Yogesh Chhaba will head the cell and Parkash Arora will be the Assistant Registrar of the cell for all engineering courses run by the university. Details of university alumni will also be collected for networking and better placements of students. Sandhu said students would get all information relating to placements under one roof. — Contributed by Raman Mohan
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ADMISSION DEADLINE Indian Air Force, Command
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