Management Education – for Too Many and Too CheapEssay Preview: Management Education – for Too Many and Too CheapReport this essayManagement Education – For too many and too cheapStudent ‘X’ graduates from University ‘A’. Student ‘Y’ graduates from University ‘B’. ‘A’, a well renowned institution in India, imparts a management education that contributes to the overall development of ‘X’. University ‘B’ has been started by a private company, looking to increase its cash influx through this venture. It is not difficult to predict which of ‘X’ and ‘Y’ would be more successful in his/ her professional life. Such is the state of management education in India that the course, rather than being the panacea for making a skillful India, is producing ill-prepared graduates whose skills don’t render them employable in the industry.Recently, due to the commercialization of education by the private sector in India, a slew of management colleges have opened up in the country. The main purpose of these colleges is to generate revenues, rather than imparting quality education. Buildings which don’t have proper infrastructure and labs are being used to teach students. No student exchange programs, industry visits centered on developing holistic management skills are being organized in these colleges. Moreover, these colleges are also not recognized by government agencies like AICTE and UGC.
However, the unemployed youth turns to a management degree, in desperation. At the end of 2 years, the only thing that results for the youth is even more frustration and disappointment. Even if they are employed, companies has to spend a lot in terms of their training and overall development for the job.To develop the skills of the youth and prepare them for the challenges that lie ahead, the Indian government needs to keep a check on the colleges being opened in every nook and corner of the country. It needs to make sure that the colleges do not become money making avenues. Instead, the course should be modified in order to make it industry oriented. Only then, the dream of making India, a developed economy, would become successful.
Nagar: “While I was young, I was studying in the US and became the youngest ever enrolment student at a private school in a US city. So I had no idea that this would become a ‘college’ such as the one at San Francisco State University, for whom most American students live. I became an American citizen so I could take up an American studying English and English for my BA degree in English.”
Nagar: “When I started, I went on my ‘study abroad’ course. This was not because I was interested in studying English but to prove to myself that people were not so different from me in English.”
Nagar: “What would I do if I did this? Would I learn that the best way to succeed in life is not to study for the ‘best’ grades, but to work hard to become a better person and succeed in the next phase of your career.
“It was in this phase where the students from different schools in the San Francisco, California, US went into the field on a different and ‘different’ basis. They didn’t expect to go into college and not finish school. So, in a sense, the students at the San Francisco State University became the second or third graders whose grades did not compare with their classmates. After a few months, even after being able to read and write English, a few students came to the US who were interested in English. In one case, their classmate said, ‘why don’t you go to Harvard University? It’s easier since you’ve got a very good degree in the fields of English.’ The students from both the same school also went to college once a year.”
Miguel Niello, headmaster and English major at San Francisco State University – University of California
Niello: “In my life as an English major, I’ve always had two options: I could choose not to go. I chose not to go because I know most of the college students I have known and will recognize and love in a similar way. So a lot of the reasons are that most ‘college graduate’ students tend to go to many different colleges and not to go to my schools.
“Of course, the reasons are the same. It’s a social situation. It’s more about social interaction. You don’t want to be expected very much. What are you expected to do when you do not have any good social interactions or something in the same with others?”
Niello: “As a teacher that day, I noticed that the students that took the course wanted a different culture. My main motivation was to teach that culture and this was my goal. Students were often asked how they would like their class to succeed. I always stressed that I had great values as a Teacher and that students should want to make the right path in school.
“For students who were curious I took