Open Forum
New Delhi, 25 January 2011
Management Schools
CURTAIL
OVERCROWDING
By P K Vasudeva
With globalisation taking root and inter-connectivity of the
global economy asserting itself, the demand for management education is
experiencing exponential growth. Nowhere is the craze more conspicuous than in India.
The number of MBA graduates churned out by about 2,000 Government-approved
B-Schools in the country is around 200,000 annually. China
has some 200 B-Schools and an annual turnover of 40,000 graduates, while the
corresponding figures for the US
are around 900 B-Schools turning out 150,000 MBA students.
According to a recent comparative analysis of figures, India has 100 management school seats per
billion dollars of GDP, as against six in China,
11 in the US, and 13 in the UK. The All
India Council for Technical Education (AICTE) and the University Grants
Commission (UGC) are flooded with applications from 200 new institutions every
year for accreditation of their MBA courses.
With the numbers registering a steep rise, exceeding 20%
every year, it is becoming difficult to separate the chaff from the grain. As B-Schools
are sprouting everywhere, there is hardly a university or college which does
not have a department of business management.
In view of the hypnotic spell cast by management degrees and
diplomas, unscrupulous operators have made a lucrative business of it, running
outfits which have no infrastructure, qualified faculty or certification by the
AICTE or the UGC. But they are still flourishing as dishonest business shops
because of lack of awareness, no competition and easy accessibility for rural
students.
Undoubtedly, management education has become a sort of El Dorado,
with aspirants willing to pay whatever is asked for, in the hope of making this
up later via placements and salaries they hope to command. The result is that
fees are sky-rocketing with no regulating authority going into whether they are
commensurate with the quality of education, teaching and the student’s employability.
The AICET has to be very strict in allowing such poor quality institutions to
stop mushrooming.
A more disturbing aspect is that most of the so-called
B-Schools are content to be clones of each other, offering identical courses in
identical nomenclature and parroting identical jargon, in unabashed imitation
of Western B-Schools, especially the US ones.
They take pride in flaunting their tie-ups with B-Schools
abroad, importing a large number of their faculty members and case studies at a
huge cost. Most of the case studies generated abroad make no attempt to draw on
lessons provided by the phenomenal achievements of Indian private
and public sector institutions and civil society.
Besides, private sector luminaries, Western scholars and
some like-minded Indian academics dominate their Governing Bodies. There is no
display of Indian geniuses in the premises of any of the B-Schools whose
profound insights could vastly enrich the quality of management education, and
make it relevant to the country’s cultural and social contexts.
After all, these can only be of minimal help in finding
Indian solutions for Indian problems viewed through Indian eyes. In our
country, the glittering complexion of the Governing Board of a premier B-School
could not stop a founder-member from getting involved in a shocking criminal
case; nor did the expertise of its Dean in Western modes of running a business
stop the company of which he was a Board Member and Chairman of the Audit
Committee from inflicting a Rs 7,500 crore fraud on the nation.
This is not all. Foreign B-Schools and exotic gurus might
enjoy a certain brand image, and even have certain intellectual and research
credentials, but they are basically frogs-in-the-wells, familiar only with
political, economic, cultural and social milieus of their own countries, with
limited understanding of the bewilderingly complex and diverse Indian setting.
The curriculum in B-schools continues to be silo-like,
functionally focused. Not surprisingly, the mantra
that has echoed in B-schools halls has been “integrative thinking.”
Although vital, tomorrow's B-schools will fail in their mission if they focus
on facilitating integrative learning of business functions only. True, these
functions are critical, but they might not be sufficient for successful
business leadership.
In addition, to help produce transformative leaders,
B-schools should provide students access to non-traditional knowledge areas.
For example, the training one needs to run a successful financial institution
goes beyond the knowledge of business functions and entails an understanding of
public policy, law, and politics. The importance of New
Delhi to Dalal Street
or Washington
to Wall Street is more critical than we think, the distance between them
shorter than one would imagine if one is trying to succeed in business.
We can expect tomorrow's MBA aspirants to seek B-schools
that offer flexible curriculums to help them succeed in diverse industries, and
enable them to navigate through different cultures and processes seen in public
institutions, private-public partnerships (PPP), multi-national corporations
and entrepreneurial ventures. Students would expect variety in curriculums that
could range from subjects such as the environment, energy, and public policy to
healthcare and design.
Equally important, there is an imperative need to integrate
these topics within traditional business courses. For example, students working
on assignments should not simply measure the impact of a business decision on
say, market share, but analyze its short-term and long-term impact on say, the
environment.
Further, tomorrow's curriculums in B-schools would have to
break free of the legacy of Western business education and focus on the unique
needs of the vast growth markets of tomorrow. For instance, they must
include a focus on enabling innovations in emerging markets and methods to
tackle its associated challenges.
Also, new methods of marketing research for the “bottom-of-the-pyramid” require creative
approaches to survey and measure key issues such as customer needs, preference
and choice. Jack Welch, the famed former CEO of General Electric, once said
that MBA schools had become glorified placement agencies, rather than the place
where great business leaders are born.
Although the remark might have been tongue-in-cheek, Welch underscored
the misplaced attention given by students and many B-schools to placement
statistics of graduating students. The students who forego traditional
placement for entrepreneurial activities are valued as much and may be, even
more, than those choosing traditional placement.
Thus, social entrepreneurs who have the potential to make an
impact on society and the economy should be celebrated as much as those who get
the immediate rewards of a high-paying consulting job. Add to this the notion, “it's a marathon, not a sprint” with
regard to post-MBA success should become an important priority for B-schools.
They should provide resources to help guide such a
“marathoner,” in the form of stipends and incubation facilities that reward, a
far-thinking social entrepreneur. So that “life-long” learning is not a hollow
promise, but a real differentiator between excellent and mediocre B-schools.
Today, management education is at a crossroads. There are
unique opportunities emerging from the changes, challenges, and expectations
shaped by technology, market needs, the public's perception of business, and
discerning MBA aspirants. Clearly, the B-schools that excel tomorrow would be
those that grab opportunities by modifying existing curricula to address the
public's expanded expectations of business leaders and cater to new priorities
in emerging markets. They would be true catalysts of change in the personal
growth of budding business leaders, and through them, in the growth of
corporations and communities of tomorrow. ---- INFA
(Copyright, India News and Feature
Alliance)
|