education

Topics: Education, Higher education, Teacher Pages: 18 (3138 words) Published: July 5, 2014
NEED FOR INNOVATIVE PEDAGOGY IN MANAGEMENT EDUCATION

Prof. Deepti Arora
Indira Institute of Business Management, Mumbai University
Dr. Ritu Bhattacharyya
Indira Institute of Business Management

Author Note
Dr. Deepti Arora
Department of Marketing,
Indira Institute of Business Management, Mumbai University.
Email: aadeepti@gmail.com.
Ph No. 00919619808882
Add: Bulbul-1, Room No. 15, third Floor,
Kalash Udyan Complex, Sector – 11,
Koperkhairane, Navi Mumbai 400709.

Dr. Ritu Bhattacharyya
Email: director.mgmimsr.edu@gmail.com
Ph No. 00919867154303
Add: RH 7, Plot No. 62,
Sukh Niwas, Sector – 14,
Vashi, Navi Mumbai 400703.

ABSTRACT
Earlier Management Education was given the highest priority in professional life as well as in personal life. Also, the employee’s role in the office was not analytical; thus learning was also limited. Analytical thinking and creativity were not accorded too much value. Management Education in India has not grown in an evolutionary manner. After many years of supervising MBA’s projects and teaching, it has been seen that students are not getting involved in acquiring of core information. Students are not interested in gaining / understanding the practical implementation of ideas. Concepts play a crucial role in the understanding and implementation of the subject. Implementation of concepts in the industry is very significant. The industry today is demanding and wants students’ active participation and interaction, which means that the classroom is not merely for transmitting information or teaching; it has become a large field of open learning. Classrooms today are no longer restricted to one-way communication. This paper talks about the gap in the traditional methods of teaching and the latest methods required to survive in the industry. The aim is to study the same and design an innovative pedagogy for Management Education. In order to study the gap, students of First Year and Second year of MMS were contacted; they were asked to rate traditional methods as well as modern methods of teaching based on the quality and satisfaction. Efforts were made to get the respondents to rank the training they felt was necessary beyond fixed syllabus that would improve their chances of entry into the corporate world. Key words: Management Education, Teaching Pedagogy, Training 1. INTRODUCTION

Management Education in India has not grown in an evolutionary manner. After many years of supervising MBA’s projects and teaching, it has been seen that students are not getting involved in acquisition of core information. Students are not interested in gaining / understanding the practical implementation of ideas. Concepts play a crucial role in the understanding and implementation of the subject. The knowledge quotient of subject covered under the university system lacks content, is repetitive and boring, resulting in poor attendance in classrooms and therefore, poor knowledge. Poor knowledge has resulted in students not being accepted by the business. Thus the demand for this course is automatically reducing. Management education in India has limited evidence on quality. There are examples of excellence as IIM’s XLRI’s, FMS, etc., where scope for improvement in the quality and relevance of education and development exists. Innovations in Management Education continue to occur but it needs an intensified effort across program content and curricula, teaching and learning methods, and partnerships and interactions with business and other stakeholders.

From academic perspective, it is difficult to engage students and measure the extent to which the learning outcomes were achieved; examinations are not the right tools for measuring learning. Subjectivity, interest, modules, methods and several such factors make measurement very difficult.

Following a review of different teaching learning methodologies, activity based approached needs to be designed....
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