IMPACT OF GLOBALISATION ON MANAGEMENT EDUCATION IN NORTH EAST INDIA.

Moirangthem Biren Singh Research Scholar Department of Commerce Manipur University. Dr. N. Tejmani Singh Associate Professor Department of Commerce Manipur University.

___________________________________________________________ Abstract
Globalization is a feature of changing world. It is affecting the business and education globally. Management education has become a global requirement because the skills required in the management education such as Technical skills, Human skills and conceptual skills can be transferred from one time, place, and job to another. All the tools, techniques, functions, principles and practices of management are equally practicable and applicable everywhere in the world irrespective of the nature of job, differences in customs, habits, and social laws. The impact of globalization has changed the business procedure in terms of psychology, methodology, technology, mindset, work culture etc. In the post globalization era the responsibility of the Management Institutions is not only to impart and prepare the students for securing immediate placement but also to prepare the students in meeting the challenges of globalization boldly with long term performance and vision on the job. The ethics of doing the business are changing due to changes in the technology and the new challenges arising in the market. The increasingly globalised nature and context of business in the Indian Economy requires an expanded horizon of management and leadership. This can be achieved through continuous improvement and upgradation of capabilities, knowledge, skills and also change of mindset of the management graduates. After all, what matters is to think in a positive way to design an education system which can build the inner strength of people in terms of faith and confidence in life. Key Words: Globalization,, Horizon, Placement, Performance, Vision, Up gradation.

Introduction: Globalization is a feature of changing world. It has changed the nature

of social relations and transactions by breaking the geographical and other boundaries. The impact of globalization has changed the business procedure in terms of psychology, methodology, technology, mindset, work culture etc. Management Education in India has undertaken a sea change both in balancing tradition and technology, restructuring and incorporating the latest trends and developments. Besides competition in the national and global market is also the management education to go for advanced syllabus both in theories and practices. The term Globalization means integration of economies and societies through cross country flows of information, ideas, technologies, goods, services, capital, finance and people. The growth of globalization was mainly led by the technological forces in the fields of transport and communication. The innovations in the technology have eased the movement of people, ideas, money and goods. Globalization process was slow between the first and Second World War after the Second World War 1945, there was a drive to increase integration. However times have changed, in the last two decades, the process of globalization proceeded with greater vigor. There are more concerns about globalization now than before because of the nature and speed of transformation. Globalization is impacting the institutional framework in both developing and industrial countries. It is changing the way in which governments perceive their role in the society. It has also far reaching implications for socio economic development and educational systems of countries all over the world. Knowledge is the driving force in the rapidly changing globalised economy and society. Quantity and Quality of specialized human resources determine their competence in the global market. Globalization is affecting the business and education globally. It has a multidimensional impact on the system of education. It promotes new tools and techniques in this area like E-learning, Flexible learning, Distance Education Programs and Overseas Training etc. It will mean many different things for the education. Education is the learning process by which values, attitudes, information and skills are acquired and integrated. Management Education is the process of learning values, attitudes, information and skills to achieve desired results between resources and

objectives. It is also described as organized effort to prepare the people for conducting and managing business efficiently and effectively. According to Glatter (1979), management education is concerned with the internal operations of educational institutions and their relationship with environments. Thus Management or business education means any education which a businessman has, which makes him a better businessman. No matter whether it was obtained within the walls of a school, colleges or not. It is that area of education which develops the required knowledge, skills and attitudes for the person who can successfully handle the trade, commerce, and industry at desired level. Its main objective is to produce skilled manpower required by the business world in different economic sections. In fact, all the tools, techniques, principles and practices are equally practicable and applicable everywhere in the world irrespective of the nature of job, differences in customs, habits and social laws. Whether it is a business, shop, industry, govt. office, Hospital, churches, educational, social, profitable or non-profitable organization, management principles and techniques are profitably and productively applied. Management Education offers all necessary tools to equip one with the necessary techniques of handling various business and management related issues. The basic tools will enable us to make contributions to global economy.

Objectives of the study:

The main objectives of the study are: To present the current scenario of management education at the national level in general and north east region in particular. To undertake a detailed study on the leading institutions and universities offering management courses in north east region. To suggest measures to be undertaken to provide best management education in the north east region and face the challenges of globalization aiming at developing professional competencies in the changing scenario benefiting to national and global market

Statement of the problem:

A comprehensive study of the universities and institutions offering management courses in the north east region have not yet been undertaken so far by any research scholar in the management education. Besides management education in the country have taken a sea change. Therefore, in the changing scenario, the researcher has made an attempt for a detailed study of management education especially in the north east region which will be benefited by educators, practitioners, future managers and students desiring to go for management as a career. So, such a study is the need of the hour and thus prompted the researcher to take up this research problem.

Scope of the study:

Although there are over 100 universities and institutions approved by AICTE offering management courses including certificate and diploma courses , the scope and coverage of the present study is limited to the leading universities and institutions of the north east region. Further, the study is limited to the universities and institutions offering higher degrees like MBA,PGDHTM, PGDBM and Ph.D courses, intake capacity, number of faculty and year founded of the university departments or institutions.

Research Methodology:
Unlike the past, the present era of information and communication technology has opened up new opportunities for the researchers around the world. The sources available on World Wide Web ( www) are now widely used in academic and research activities. It has also been proved that information available on the web is generally authentic and useful. In view of this the present study has been conducted based on web information. The researcher has undertaken into account the different course curricula and other sources of information for data collection. The published information on internet collected from the websites of different institutions and universities of the north east region were converted into database. The necessary changes were made in the arrangement of data to make analysis appropriate and relevant.

Literature Review:
Ray Wild (1993) presented a personal view from a business school perspective on some of the issues in an era of rapid changes and internationalization of business, facing management development to enhance knowledge, abilities and achievements of managers. Yin Cheong Cheng (1994) aims to develop an organizational model for understanding and managing effective curriculum change in B-School. He assumes that curriculum change and teacher competence development occur in a three level context of school organization : individual level, the group / programme level and the whole school level. Basu sharma and Judy Ann Roy ( 1996) observed that the growing globalization of national economies, the increasing internationalization of production and the rise of business networks and strategic alliances have dramatically changed the business landscape of 1990s. These developments have created the necessity to further our understanding and implications for management education. P.F. Drucker (2002) discussed the various management challenges for the 21 st century by focussing on organizational change, globalization, leadership and productivity. Ka-ho Mok (2003) mentioned that globalization and the evolution of a knowledge-based economy have caused dramatic changes to the character and functions of education in most countries around the world. James L. Morrison (2003) indicates that American higher education is undergoing a substantial change in terms of the way colleges and universities are organized and function. This change is being driven by the combined forces of demographies, globalization, economic restructuring and information technology that will lead us to adopt a new concept of educational market, how to teach and what to teach. Bruce Nixon(2003) indicated that globalization and the technological revolution have transformed our world. It is exciting and offers abundant possibilities. For leaders, it is hugely challenging. In this situation, old management approaches for developing leaders are not going likely to be effective.

Globalization and Management Education Trends:

Globalization is affecting the management education globally. Management Education has become a global requirement because the skills required in the management education such as technical skills, human skills and conceptual skills can be transferred from one time, place, job to another. In the post globalization era the responsibility of management institutions is not only to impart good education and prepare the students for securing immediate placement but also to prepare them in meeting the challenges of globalization boldly with long-term performance and vision on the job. In the modern business the ethics of doing business are changing due to the innovations in the technology and the new challenges arising in the market. The agenda of management education is being shaped by the challenges in the market which are different from the traditional way of doing business. The increasingly globalized nature and context of business in the Indian Economy requires an expanded horizon of management and leadership. The present management education system is helping the students to groom themselves in such a way so as to get maximum salaries. But, the next generation of managers must be able to handle the complexities and challenges in the business era of 21st century. This can be achieved through continuous improvement and upgradation of capabilities, knowledge, skills and change of mindset of the management graduates. There has to be a stronger relationship between the institutions and the industry. The management education must have a professional collaboration with the industry in order to understand their needs and demands. The students should be trained in a better way by connecting them with the market. The syllabus has to incorporate the changing principles of industry. We have to integrate technology with the learning process as the globalization has redefined the competitive structure of many businesses. The managers have to use technology in order to increase communication in the global network. The institutions have to focus on global learning methods so that people can easily cross the national borders to work. The management education has to foster respect for all the

cultures and languages of the world. Diversity in training is required in the multicultural world as the mobility of the world is increasing. After all, what matters is to think in a positive way to design an education system which can build the inner strength of people in terms of faith and confidence in life.

Growth of Management Education in India:

India is witnessing a new era in the field of Management Education. India is also following the global phenomenon. As a part of globalization, the economic reform packages were introduced in India in the beginning of 1991. These reform packages imposed a heavy compression on the public budgets on education sector, more specifically so on higher education. The demand for higher education has been growing rapidly with faster growth in enrolment in higher educational institutions. The Globalization doesnt seem to have happened just to the Industry but also to Indian B-Schools. So, Indian Government and Indian corporate sector has recognized the importance of management education in the changing global scenario. Management education in India dates back to 1950, when a course in business administration was started for the first time at the Andhra University. The Government started national institutes i.e. IIMs at Kolkata and Ahmedabad in 1960, Bangalore in 1970 and Lucknow in 1980. Management Education in India is in the midst of a major change. There has been a considerable impact of liberalization and globalization on management education in India. During the last decade, there has been a quantum jump in the number of business schools in India. Business Education market in India was worth about Rs. 36 billion in 2010 (campus and distance education together) and growing at the rate of 12% during the last three years. Currently more than 1550 business schools are producing over 100,000 management graduates every year including 10,000 MBAs which are churned out by Indian Institutes of Management and host of other universities and recognized institutes. But this is not enough to meet the growing demand for management education in India. 7

India has the largest number of business schools compared to any other country, almost double the number of business schools in the whole of Europe. At the top are the reputed institutes of national importance like IIMs, IITs, XLRIs and some university departments. The second level institutes are Non-University Autonomous Institutions started by industrial houses, private institutes and state level management institutes. The third level business schools are the university departments and other open Universities which are providing management education through correspondence, distance and parttime. Our Institutes like IIMs and IITs have produced world class professionals. These institutes impart quality education as per industry expectations and give due importance to Institute Industry Interface. Under the new scenario, Government Private Partnership is becoming important in Management Education. Many corporate groups like Reliance, Nirma, Tata, Sterlite etc. have promoted Management Institutes. Some reputed foreign universities are also coming to India. In order to meet the growing demand for management education in India, the Management Institutes will have to introduce new service sector management courses like Travel and Tourism Management, Hospital Management, Construction Management, Hotel Management, Consultancy Management, NGO Management, Advertising Management, Banking and Insurance Services Management, Farm Management etc.

Management Education in North East India: North East Profile:

The North East India comprises of eight contiguous states of highly undulating hilly terrains, covering 263,179 sq km which is about 8% of the total geographical area of the country. The region is one of the landlocked regions of South Asia. About 4500 km i.e. 98% of its border is with five different countries of South AsiaNepal, Bhutan, China, Myanmar and Bangladesh. No other region of the Indian union share common border with so many different countries connecting with the heartland through the tenuous 22 km Siliguri corridor. The region is the home of extraordinarily diverse mosaic of ethnic groups having distinctive social, cultural and economic identity, more akin to their South Asia neighbors 8

than main land India. The total population of the region is about 38 million, 3.8 per cent of the countrys total population, of which Assam contributes 68 per cent of the total population. Assam recorded the highest density of population with 340 per sq. km., which is also higher than the national average of 313 per sq. km., followed by Tripura with 305 per sq. km. Otherwise, the region is sparsely populated with an overall density of population of 149 per sq. km. Table 1 Area and Population of North East India (2011 Census) State Arunachal Pradesh Assam Manipur Meghalaya Mizoram Nagaland Sikkim Tripura India Area (sq. km.) 83,743 78,438 22,327 22,429 21,081 16,579 7,096 10,486 32,87,24 0 Population 13,82,611 31,169,272 27,21,756 29,64,007 10,91,014 19,80,602 6,07,688 36,71,032 1,210,193,42 2 Density per sq km 16.5 396.8 121.8 130.5 51.8 119 85.61 349.9 382 Sex Ratio 913 953 995 989 976 929 833 962 940 Literacy Rate(%) 66.95 76.3 79.85 72.1 89.9 63.7 76.6 87.75 74.04

Source: Census of India, 2011.

The structure of management education in north east India may be divided into the following major divisions as outlined here: 1. Institutions of national importance 2. University departments 3. Colleges affiliated to the universities 4. Non-University Autonomous Institutions 5. Distance / Correspondence Institutions 6. Unaffiliated Institutions

At the top are the reputed institutes of national importance like IIMs. The second rung institutes are those established at the university departments, private institutions affiliated 9

to the universities and Non- University Autonomous institutions. The third level management institutions are other open universities which are providing management education through correspondence, distance and part-time. The following table No.2 and 3 show a brief profile of leading universities and institutions offering full time/part time management courses of higher degrees in the north eastern states of India. Table No.2 Leading Universities/ Institutions of Management Studies in Assam. University Name Of Courses Intake Number of Faculty Dept. of Business MBA/ 2 Yrs. FT 92 * * * 46 19 60 * 15 150 * 60 25 2009 27 1992 13 2002 16 1995 19 1978 15 1997 Year Founded

Departments/Institutions Offered/Duration

Administration, Assam Ph.D., D.Litt. University, Silchar. Dept. Of Business MBA/ 2 Yrs. FT Administration, Gauhati Ph.D. University. Dept. Of Business MBA/ 2 Yrs. FT

Administration, Tezpur PGDTM/1Yr.FT University. Ph.D. Centre for Management MBA/ 2 Yrs. FT Studies, Dirbugarh MBA/ 3 Yrs. PT University PGDTM/1Yr. FT North Eastern Regional MBA/ 2 Yrs. FT Institute of Management MBA/ 3 Yrs. PT Don Bosco Institute of MBA/ 2 Yrs. FT Management,Guwahati.

Source: Websites of the universities /Institutions, * Not Available; FT-Full Time, PT-Part Time

Table No.3

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Universities/ Institutions of Management Education in Seven States of the Region States Arunachal Pradesh University Courses/Duration Intake 30 ** * ** 50 ** 30 ** ** ** 3 * 60 4 9 2007 2011-12 2005-06 21 2008-09 10 2006 7 2009 2005 Faculty 6 Year Founded 2007 Departments/Institutions Dept. of Management , MBA/2Yrs. FT Rajiv Gandhi University. NERIST PGDHMT/1Yr.FT Ph.D MBA/2Yrs.FT Manipur Manipur Institute Ph.D of MBA/2Yrs. FT Ph.D

Management Meghalaya

Studies(MIMS) Dept. of Management, MBA/2Yrs.FT NEHU, Shillong. Rajiv Gandhi Ph.D IIM, MBA/2YrsFT

Nagaland Sikkim Tripura

Shillong. Ph.D School of Management, MBA/2Yrs. FT Nagaland University. School of Management & MBA/2Yrs.FT Commerce, SU. School of Management, MBA/2Yrs.FT Tripura University.

Source: Websites of the universities/ Institutions; *Not available; ** Variable

Although there are eight states in the north eastern India, Assam is the only state with more number of universities and institutions offering management education in the region. With the largest population among the eight states, Assam has more number of industries and is economically far better than the rest of the states in the region. Therefore the demand for higher professional studies in management has been increasing from time to time . As a result, the universities and institutions will have to increase the intake capacity of the student so as to meet the demand of the industries.

Challenges before North East Management Education:

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Globalization leads to challenges and threats also. Many large undifferentiated foreign colleges and universities are more and more dominating management education. The major concern is to deliver world class education with updated curriculum and practical exposure. Some of the major challenges concerning Management Education in India are given below: 1. Inadequate infrastructure in the colleges and universities, non-trained faculty, outdated traditional teaching methods, lack of expertise for imparting state of the art management education 2. The course curriculum has also failed to match the current requirements in management education and there is no uniform syllabus and curriculum. 3. Easy approval from the All India Council of Technical Education (AICTE) has deteriorated standards of management education. 4. There is also a sharp rise in the cost of management education in India because of withdraw of partial grant by the government. 5. As there is no control over the intake of students, budding managers are forced into unemployment. 6. There is drought of competent academicians in management education and acute shortage of qualified faculty who are sincerely devoted to the profession of teaching. 7. There is no linkage of what is taught in institutes and what is required in actual field of employment. 8. In several universities, there are political interferences, legal battles, bureaucratic hurdles etc. in filling up the faculty post sanctioned by the government 9. Lack of specialization is one of the problems of our MBA programme. MBA student must have specialization at least in one discipline.

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Strategies to face the Challenges of Globalization on Management Education in North East Region:
There is an urgent need to restructure management education to meet new challenges of 21st century. Keeping in mind the future scenario, re-engineering of management education must be done with the following strategies: 1. AICTE should not accord the final approval to the educational trusts and societies unless they are fulfilling the minimum requirement. 2. New Education Policy should be introduced looking to the need of business industry and course curriculum should be prepared on the basis of requirement in all the discipline. 3. Uniformity in course curriculum for post graduate degree and diploma programs. 4. Minimum norms for admission should be fixed and uniform pattern for conducting written test particularly state wise. 5.Higher and Technical Education authority should take the initiative to conduct research study on utility of business schools in the country and forecast the need of business education as per requirement. 6. It should be mandatory for the students to undergo internship or practical training in collaboration with the industries to understand the business ethics. 7. Place faculty members from the industry who can understand the practical aspects of the market. 8. Qualification and pay package for core faculties of business school should be uniform. 9. Carrying out research for advanced subjects related to management and technology to strengthen management research and consultancy. 10. Core faculty in B-School should be deputed in various Faculty Development Programme in reputed Management Institutes like IIMs, IITs XLRIs and MDI.

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Findings:
There has been a tremendous growth of management institutes in our society Management Courses have become Academic courses rather than Professional one. The words global economy are on everyones lips today. It is well known that the growth of global economy has increased opportunities for those countries with good levels of education. The benefits of globalization accrue to the countries with highly skilled human capital and it is a curse for the countries without such specialized human capital.

Conclusion sand Suggestions:

Though teaching, learning and research may remain as the core activities, the real responsibility of the management institutes should be to create a value added student resource which the employer may consider useful. Our education system should deliver such education and training so that professionals can adjust themselves as per market expectations. With the existence of the Association of Indian Management Schools (AIMS) and the All India Management Association (AIMA), there a need to link these activities to the All India Council of Technical Education (AICTE) and All India Board of Studies, so that we could also have uniformity in the curriculum, get an opportunity for faculty development, conduct research on matters of common interest and handle several other important issues relating to management education.

There is a need to reform in the educational system with particular reference to the wider utilization of information technology, giving productivity dimension to education and emphasis on its research and development activities. The present state of affairs of our management education demands immediate attention to the management institutes to gear up and face the challenges of globalization. Management Institutes should lay emphasis on everything right from infrastructure, intake of students and moulding till they are placed for employment.

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References:
1.Challenges for Indian Management Education in the global context; Tauseef Ahmed and Meeta Nihalani ; Global Journal of Business Management ; Vol. 2 No.1, June, 2008, 2. Emerging Scenario of Management Education in India; Kamlesh P.Joshipura; Journal of Accounting and Finance; Vol.25, No.1Oct.2010-March 2011 7. Globalization of Education: K.V. Sagar. 3. Is there a place for Indian B- schools in the global village; Journal of Commerce and Management Thought/January 2010. 9. Management Education For Contemporary Challenges: The Role of Business School; Mohammed Abdullah Mamun and Ariffin Bin Mohammed: European Journal of Scientific Research , ISSN 1450- 216 X Vol. 30 No.4 (2009) pp.649-661. 4. Nitin Putcha (2010, December 6) Choosing the right B-school Times of India 5. Prof. A. Balasubramanian (2010, December 6) Great challenges stare B-schools Times of India. 6. Reforms in Commerce and Management Education ; Dr. Arun Nigavekar / Journal of Commerce and Management Thought Vol.I, No.2 April 2010. 8. The Globalization of Indian Economy: a need for internationalization of higher technical Education ( Patil & Pudlowski ) . 10. Various Books, Journals, Magazines Reports, Presentation, Websites etc.

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