Quality in Business Education: A Study of the Indian Context

Gupta, Vipin; Gollakota, Kamala; Sreekumar, Ancheri

doi:10.4324/9781315706009-10

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…This emphasizes the challenges academia encounters in balancing teaching, research and external commitments. Additionally, lack of funding restricts the ability of universities to provide sufficient support to faculty members and students involved in collaborative projects and hinders further development of research and innovation projects identified by a number of studies (Gupta et al , 2005; Perkmann and Walsh, 2007; Kuriakose, 2013). Moreover, the study revealed that a lack of awareness among respondents regarding engagement in collaborative projects acts as a barrier, as noted by Ranga and Etzkowitz (2013).…”

Section: Discussionmentioning

confidence: 99%

Development of university–industry partnership in Armenia: university perspective

Khachatryan,

Hakobjanyan,

Nikoghosyan

et al. 2024

JIEB

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Purpose The purpose of this study is to investigate university–industry partnerships in Armenia from the viewpoint of universities. By doing so, it contributes to the existing literature on university–industry collaboration by identifying and addressing the specific challenges that impede the establishment of successful university–industry partnerships in Armenia and other post-Soviet countries. Design/methodology/approach A comprehensive literature review was conducted to examine the barriers, benefits and institutional, functional framework of collaboration. Additionally, this study used a survey methodology to gather data from faculty managing staff members at six Armenian higher educational institutions on various aspects of university–industry collaboration as well as the perceptions and experiences of the participants. Findings The results show that the effectiveness and applicability of the university–industry collaboration channels and institutional structures in six higher educational institutions are limited. Specifically, the channels that rely on academic entrepreneurship and innovation were found to be currently unviable. Moreover, the existence of spin-offs and start-ups is notably absent. Furthermore, limited access to funding and inadequate entrepreneurial support systems pose significant barriers to developing university–industry partnerships in Armenian reality. Originality/value This study represents a pioneering effort within the context of Armenian higher educational institutions, as it is the first time a survey has been organized to specifically investigate the topic of university–industry partnerships. Before this study, there was a lack of empirical research and data collection on this topic in Armenian higher education settings. Therefore, this research holds significant originality and contributes to filling the existing gap in knowledge regarding university–industry partnerships in Armenia. The research is shedding light on a previously unexplored area and providing a valuable contribution to the field of university–industry collaboration research in Armenia and other post-Soviet countries.

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Section: Discussionmentioning

confidence: 99%

Development of university–industry partnership in Armenia: university perspective

Khachatryan,

Hakobjanyan,

Nikoghosyan

et al. 2024

JIEB

View full text Add to dashboard Cite

show abstract

“…Additionally, we found literature on different dimensions of quality assurance in business education across India: the quality of curriculum content, content delivery and evaluation procedures (Gupta et al , 2014); overall quality improvement (Jagadeesh, 2000); external quality assurance (Stella, 2004); and accreditation (Sinha and Subramanian, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Sealing the gaps: enhancing quality control in business school dissertations

Kumar

Gawande

Agarwal³

et al. 2023

QAE

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Purpose The purpose of this study is to identify and address significant quality gaps present in business school dissertations in India. Dissertations, an integral and a special component of the overall business school learning process, acquaint students with the practical business world. Design/methodology/approach The authors benchmarked the dissertation processes of business schools in India against those of reputed business schools in Germany, France, Sweden and Australia. Using a survey questionnaire, the authors checked whether business schools in India followed international processes and, if not, what could be done to adopt such processes. A sample of 367 business schools was studied to obtain reasonable evidence. Findings There were major quality issues in the dissertation process across business schools in India. Serious groundwork preparation issues were identified, such as an absence of research proposals. Most business schools also reported that there were no rubrics for dissertation evaluation, resulting in high subjectivity in the evaluation process. Supervisor interactions and control over the progress of the dissertation were also found to be very weak. As a result, the authors conclude that dissertations from business schools in India have major gaps in quality. Originality/value This is a novel study that examines the quality assurance of business school dissertations. It highlights major quality concerns surrounding the business school dissertation process and suggests measures to address quality issues. The study’s implications apply to business schools in all developing countries and not just India.

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A perspective on the positioning of Indian business schools post COVID-19 pandemic

Rana

Anand

Prashar

et al. 2020

IJOEM

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PurposeWe respond to calls from business schools (B-schools), apex education bodies, regulators, activist groups and researchers for more rigorous research to understand the future strategies of B-schools in India. We specifically examine the challenges posed by the current COVID-19 pandemic (and possible future similar eventualities) and the current and long-term strategies being planned to combat such crises.Design/methodology/approachTo reveal the real-life scenario, semi-structured interviews were conducted with 22 academic leaders (Deans and Directors) of B-schools in India. These respondents were from both public and private institutions across the country. Open-ended questions were framed for exploration to help the authors understand the way forward in the Indian B-school context.FindingsFindings reveal that B-schools in India are preparing themselves to overcome short-term challenges faced due to COVID-19 as well as transforming themselves through long-term strategies.Originality/valueThe study outlines strategic plans for some imaginative reassessments that B-schools may consider as a reaction to a pandemic-like emergency. The focus is on distinguishing the imperatives, creating a key guide for meeting immediate requirements, allotting assets in a prudent way to update educational course curricula and teaching methods and building the required academic infrastructure. The ability to focus on enduring changes (e.g. creating an e-learning framework and providing a safe and secure learning environment to students as per government mandates) will provide B-schools with a new lease of life in the future.

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Quality in Business Education: A Study of the Indian Context

Cited by 3 publications

References 2 publications

Development of university–industry partnership in Armenia: university perspective

Development of university–industry partnership in Armenia: university perspective

Sealing the gaps: enhancing quality control in business school dissertations

A perspective on the positioning of Indian business schools post COVID-19 pandemic

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