Published Paper. Issues Ap PDF

GE-International Journal of Management Research
Vol. 4, Issue 6, June 2016 IF- 4.88 ISSN: (2321-1709)

© Associated Asia Research Foundation (AARF)
Website: www.aarf.asia Email : editor@aarf.asia , editoraarf@gmail.com
A FACT FINDING STUDY ON

MAJOR ISSUES & CONCERNS OF MANAGEMENT EDUCATION IN
ANDHRA PRADESH
1. Mr. Pulla Rao Kota

Research Scholar, Dept. of Commerce & Business Administration, Acharya Nagarjuna
University. And Assistant professor, NRI Institute of Technology, Medikonduru (Md),
Guntur (dt), Andhra Pradesh, India.
2. Dr. S. Vijaya Raju

Professor & Dean, Faculty of commerce and management. And Principal, College of
Arts, Commerce & Law, Acharya Nagarjuna University, Nagarjuna Nager, Guntur (dt),
Andhra Pradesh, India. Pin code: 522 510.
ABSTRACT
The main objective of the present paper is to investigate the major issues & concerns
of management education in the state of Andhra Pradesh, India. Naturally businesses across
the globe are required to have the manpower with multi-skills, knowledge, abilities and
proper attitude rather than simply educational certificates with good percentage of marks.
Western countries’ management institutions are molding their self & making the changes in
their educational policies, curriculum, teaching pedagogy and way of conduction of
examinations as per the demand of industries. Now a day’s because of technological
development learning has become more students centric. Branding has made in-roads into
management education. Top B-Schools in the world are continuously changing the contents
& delivery modes. It is equally crucial to Indian B-Schools to make management education
context specific to meet the global competencies.
On the other hand in the divided state of Andhra Pradesh there is a lot of opportunity
to young talented students to grab the opportunities by pursuing management education.
After bifurcation of united state of Andhra Pradesh as Telangala and Andhra Pradesh there
is a tremendous changes have been happening politically, educationally, and in business
A Monthly Double-Blind Peer Reviewed Refereed Open Access International e-Journal - Included in the International Serial Directories.
GE-International Journal of Management Research (GE-IJMR) ISSN: (2321-1709)
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point of view. But the present Management Institutes in AP are not fully successful in
providing quality education and make the students as marketable products. In this scenario
establishing quality higher education in general and quality management education in
particular is the need of the hour. The present study focuses on the reasons for downfall of
Management Institutions in AP and tray to establish some possible suggestions to improve
the quality of management education. On this back ground it is equally important to address
the various issues & concerns of AP management education experiencing with time.
Key words: Management Education – Facts – India – Andhra Pradesh – Issues and
Concerns.
Introduction:
Today, Andhra Pradesh (AP) is one of the fast paced developing states in India. In
recent years business management has become one of the major higher studies in India as
well as in AP. The management education has become essential for every nation and
attracting every corporate business across the world (Dr. Ajay Singh, 2015). Today managers
are in great demand in every sector of economy (Shubhendu S. Shukla, 2013). The reason for
this is that a good knowledge about this field would change the economic background of an
individual rather than the development of the country. Many high quality educational
institutions are going to set up in AP in soon to catch the opportunities. But, education system
in AP is not so strong, flexible and adopting advanced technologies to match with local,
national and global needs. And there is a mismatch between Human Resource demand and it
supply particularly regarding business world. Though the number of committees on
management education has suggested improvements, still there have been no significant
changes in management education except in the top ranking B-schools (Dr.B.V.R. Naidu and
O.V.A.M Sridevi, 2015). For the number sake there are 407 management education offered
colleges with 40,360 intakes (Business Standard, 2015) are available in AP for the year 2015.
But, this number of institutions is not professionally organizing the MBA course. Business
education system is particularly failed to create and train future leaders with all skill sets to be
able to adopt them to the fast changing corporate scenario and start contributing towards the
society and county as a whole. Though the Number of research papers suggested
improvements to management education in AP, still there have been no significant changes in
management education except in the top ranking B-Schools. Now the time has come to
examine the major issues that need to be addressed about management education in AP. The
major issues & concerns are as follows:
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1. More MBA seats – Less students
2. Students show interest to join – Doesn‟t carry the same interest
3. Highest No. of colleges – Low quality education
4. Highest pass percentage with good marks – Inadequate basic knowledge
5. Many projects done by students – Which are fake
6. More jobs – Still unemployed
7. Ever changing technology and Business world – Never changing pedagogy
8. Huge availability of faculty – No proper qualities and qualification and highest
mobility
9. Experienced faculty – Less research culture
10. Free education – Utmost misuse
11. So many controlling authorities – No proper control
1.) More MBA seats – Less students:
In India thousands of Business Schools have mushroomed in the last decade and
Lakhs of Graduates and Professionals are undergoing Business Education to be better
equipped for the growing economy (Preshni Srivastava and Kakul Kapur, 2015). As per
AICTE annual reports in the year 2006 there are 215 Management colleges with 13,820
intakes in AP. This number is increased to 96,895 intakes with 943 colleges in the year 2012
i.e. 7 times increased when compared in 2006. Some of the notable reasons for increase in
seats are: Fees reimbursement scheme of AP government; Liberal AICTE norms in granting
permission to new colleges; Higher education policy of AP government and at the same time
willingness of students to join in MBA by expecting bright future.
This trend slightly has changed from the year 2013 due to lack of quality education and
lack of proper job opportunities after completion of course. On the other side Under -
Graduate students are not showing interest to choose MBA course in AP because of lack of
quality education, availability of plenty of other courses and some of them showing interest
towards jobs especially government sector. These issues lead to increase of vacant seats.
Approximately on an average from past few years 30 percent seats are vacant where as the
state of management quota seats fill up is bit worst (Pullarao Kota and S. Vijaya raju, 2016).
For this reason, some of the private college managements doing unethical practices to fill the
seats like:
Appointing mediators (PROs‟)
Making faculty members as sales man and giving targets with commission payment,
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Lure students by offerings like free transportation facility, free hostel facility, no
admission fee, and free laptops etc.
Fake advertisements about infrastructure facilities (Library, sports & games,
transportation, laboratories), placements, faculty and results, and
Taking the advantage of ignorance of students and their parents about counseling
procedure
2.) Students show interest to join – Doesn’t carry the same interest:
Postgraduate education in management stream in AP is currently having the benefit of

a higher demand than ever before, for several reasons. A large number of graduates are
coming out of colleges and institutes every year, making every job opportunity highly
competitive and hard to get. With job openings not being expanded in parallel proportion, the
greater part of these graduates turn towards postgraduate education. Many multinational
companies, during campus placement and recruitment, have shown a first choice for
candidates with postgraduate management degrees. Several companies have raised the entry-
level ability itself to post-graduation with specialization in management. This is being done to
ensure availability of applicants with better skills and knowledge and also to filter out the
large number of applications they receive for every job that they advertise for. Many students
feel that a postgraduate qualification, particularly in management, will provide them with
special skills like good communication abilities, ability to work in teams, leadership quality
and exposure to current trends in business and commerce, thus enhancing their employability.
The MBA degree open up world of opportunities when pursue it in a proper manner
and can be a very beneficial qualification to take as it enhances both skills and knowledge.
Many business positions require an MBA for advancement. Especially in banking, consulting
firms, FMCG industries and service sector etc. So, many students are showing much interest
at the time of joining the course but, many students are not carrying same interest until the
completion of course. Because of this they are not able to obtain the education with particle
knowledge. This can understand by observing the trend of absenteeism, attention in the class
and marks of the students. Students are imagining about MBA course in a great manner and
make expecting at high but were as coming to practicalities management institutions are not
able to meet those expectations and at the same time students also doesn‟t have such
qualities, attitude and capabilities to taste the real flavor of MBA course. At the time of
joining the course students does not think about their capabilities and have the ability to
succeed both academically and professionally. Because of fee reimbursement, eligibility
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criteria (any graduate with 50% marks can join in MBA), and craze of MBA course students
are attracting towards the course later they are unable to pursue it and lose the interest.
The main reasons to lose the interest are:
Educational background in local language (Telugu medium); Unfit students are

getting seats; Unable to understand the teachings; Completing UG course with groups like
BA, B.Sc, B.Tech, which are not fully relevant to MBA or completing UG in distance mode;
Lack of practical approach in teaching; Lack of infrastructure facilities in the college;
Outdated curriculum; Fear of not getting the job; Attraction towards enjoyments; Rules and
regulations of college; and Other avocations.
3.) Highest No. of colleges – Low quality education:
In AP for the year 2015, there are 407 MBA offered institutions available for the
quantity sake but those are not fully success in providing quality education. There are many
MBA colleges in AP claiming to be the best, but the academic standards in many business
schools are not up to the mark. And it is so pathetic to say even Universities also not fully
success in AP in providing quality education even though these are loaded with talented and
experienced faculty members. One of the main reasons behind this is lack of financial
strength. Because of cut thought competition colleges are not able to fill all seats. So, they
were reducing fesses to attract students and this leads to low profits. With limited profits
colleges were failing to provide quality education. Colleges are unable to provide quality
education because of lack of infrastructure facilities like good number of volumes in the
library, laboratories, seminar hall, lack of qualified and experienced faculty and poor
management except in the top B-Schools. One more notable point is some of the colleges in
AP offering distance mode in regular course means, without minimum attendance they are
promoting students to further semester this causes low quality in education and student not
able to acquire knowledge at least on basics of MBA course. So MBA course is also treating
as regular PG arts degree rather than a professional course. Of course, in recent past concern
universities taking actions against such colleges to prevent this practice but much more
efforts are needed to control such activities completely and this pave the way to quality
education. Accreditation is one of the major means of assessing the quality. NAAC and NBA
are the major accreditation institutes in India. In AP only few colleges accredited by these
institutions this indicating the state of poor quality education in AP. A central cause of poor
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academic standards was that there were for too many faculty members who were not
academically qualified.
Major reasons for low quality education:
Lack of infrastructure facilities in the colleges; Lack of qualified, experienced and

quality teachers; Lack of motivation to teachers; High teachers‟ mobility; College
managements‟ educational and discipline policies; Poor financial strength; Lack of proper
controlling authorities; Unhealthy working conditions; No encouragement for research; Too
much of absenteeism in students; Offering irregular mode of education based on
commitments; Loop holes in accreditation process; Students negligence regarding education;
Loop holes in the education system and process; Outdated teaching methods, techniques and
curriculum; Drawbacks in conduction of examination; and Liberalized paper evaluation.
4.) Highest pass percentage with good marks – Inadequate basic knowledge:
Students feel that if they join MBA they can get degree easily with less effort.
Students funnily sense that PG means „Pass Guarantee‟ rather than Post Graduation.
According to review researchers opined that approximately on an average 90% students who
joined MBA course get passed in the first attempt. It is because of ineffective paper
evaluating system hence, which is not greatness of the students, faculty or college
management. Some of the colleges don‟t send their senior faculty for paper evaluation.
Experienced faculty are not availing the opportunity of paper evaluation. So, some of the
junior faculty are accompanied to evaluate the papers and are using this opportunity to get
compensation. This leads to improper performance evaluation. It is also observed that most of
the students who get passed are attain distinction or first class. This is because of internal
marks evaluation system adopted by affiliated colleges.
On the other hand those persons who are getting pass with good percentage of marks
may not have basic knowledge on fundamental concepts. Researchers come to know this by
number of placements of MBA graduates in MNCs and by interaction with interviewers.
Students are inclination to pursue MBA course to gain easy marks and easy pass not for the
knowledge. To gain marks instantly students follow guides, all in ones‟ and cheep quality
materials for short term study. It is observed that some of the students are playing one day
match (starting studies day before commencement of final examinations). These acts make
them away from practical knowledge and getting placement in good companies. Most of the
students in present generation is not hardworking in nature. And they are expecting
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immediate benefits like getting placed in managerial position in MNCs‟ which defines their
lack of patience. Such an attitude makes them far away from needed things and finally they
are spending valuable time and money to join in finishing courses like spoken English
classes, communication classes, soft skill classes and computer courses to acquire basic
knowledge.
5.) Many projects done by students – Which are fake:
Universities introduced project works with a great purpose i.e. to facilitate real time
job experience and practical knowledge to students. Project work is a part and parcel of MBA
course offered by any university in AP, whereas some universities like JNTUK (Jawaharlal
Nehru Technological University, Kakinada) introduced mini project to each and every subject
in all semester for twenty marks and a separate mini project for hundred marks and one main
project with Viva Voce which is evaluated by using grading system this indicating the
importance given to project work by the universities. Projects generally meant for application
of theoretical concepts in a real life which learn in the class room. Project work is nothing but
a survey or research about a particular topic to acquire a new knowledge, know the unknown
things, or to solve a particular problem. Main project done by visiting the company daily just
like employees to know in and out the organization. In project work period students have to
collect data regarding to their research topic and analyze it to develop the suggestions to
improve the performance of the organization. But, the situation is not like this. Most of the
Pupils are not showing interest towards project work and they are not having required skills
to do live projects successfully. So they are simply copying the old projects or downloading
someone‟s report and make a little changes and submitting to university. At the same time
getting the permission from companies to do project work is also difficulty today because
companies are not willing and able to give permission to large number of students. Students
are not showing interest to do project in metropolitan cities which are far away from their
staying so all students are applying in and around companies and those companies are
hesitating to give permission to many students at a time. And it is also true that earlier
companies pay stay fund to students but this case reverse today i.e. students are paying
amount to companies for allowing them to do project because companies doesn‟t find any
benefits from the suggestions given by students. Apart from this some students are disturbing
the employees by unethical practices to collect data. so, companies are feeling that giving
permission to MBA students for doing project work is waste of time and efforts.. Whereas in
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foreign countries MBA projects are taking very seriously and pupils publish their research in
journals. Such a practice we can‟t see in AP.
The reasons behind this state are:
Lack of awareness about importance of project work; Lack of skills, abilities and interest;
Number of project works in MBA course is high; Lack of proper guidance; Difficulty in
getting permission for doing project work from the companies; Poor verification about
originality of the project by the faculty and viva examiner; No plagiarism check;
Universities are not so strict about project work.
6.) More jobs – Still unemployed:
After state bifurcation job opportunities doubled in AP. Especially for qualitative
MBA graduates jobs are waiting in service sector at most like finance, marketing, medical
representative, banking, insurance, and consultancy etc. On the other hand there is no single
profession to choose for doing job by MBAs‟. For instance a graduate who completed MBBS
becomes Doctor, a graduate who completed LLB becomes Lawyer, a graduate who
completed B.Tech becomes Engineer but a graduate who completed MBA has confusion
which profession to choose. Because there is no single specific job just like above
professions. An MBA graduate can settle as teacher, manager, executive, bank employee, or
may start his own enterprise. But still so many MBA graduates are roaming on roads
without job. There is a clear mismatch between individuals‟ expectations of employability
and the realities posed by the job market (Shishir Shrotriya, and Bhupendra Singh, 2015).
Management institutions did not develop interactions with industry and this acted as a vicious
circle giving merely non- practical education. Except in case of top ranking B-schools, there
are no mechanisms to forge close relationship between B-schools & industry groups.
Industry‟s changing demand with global changing business environment pay a vital role to
understand the sophisticated methodology and business curriculum worldwide, as the global
challenges create the forced situations on B-schools to cope with the corporate change
worldwide (Dr. Ajay Singh, 2015). The main strength of top class B-schools is their strong
relationship with industry through teaching, research, student placements, problem solving &
case study preparation. We can see structural unemployment in MBA profession in AP.
Structural unemployment is caused by a mismatch between the skills employers want and the
skills workers have. There is a gap between industry‟s expectations and what universities are
producing. Caste system in AP is one more reason for unemployment. In many cases the job
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in not given to the deserving candidates but given to the person belonging to a particular
community. So this gives rise to unemployment in some communities. And this system is
encouraged by government through reservation system. Management institutions in AP are
able to produce approximately only 20% students as employable.
Some more reasons behind unemployment are listed below:
Outmoded teaching methods; High Teachers‟ turnover; Rapid changes in technology; Lack of
needed skill set; Low pay packages to MBA graduates in the market; Occupational
immobility (refers to the difficulties in learning new skills applicable to a new industry, and
technological change); Voluntary Unemployment (means people choose to remain
unemployed rather than take jobs available); Frictional unemployment (not doing job until
they find a better job what they are expecting).
7.) Ever changing technology and Business world – Never changing pedagogy:
Pedagogy has changed worldwide for MBA course but still there is no sufficient
change in pedagogy in AP. Even today also so many teachers using the same outdated tools
like black board and chalk piece and text materials for teaching. But, these tools are not
sufficient to impart practical knowledge to students. There is a strong need to change
pedagogy to catch the opportunities. Change in study material and teaching methodology
with time is the need of the hour as it is said "Any corporate which does not change with time
is bound to die". Experts opine that old curriculum and teaching methodologies in B-schools
has not able to keep pace with fluid and dynamic environment. Merging the subjects,
transferring the subjects from one semester to another, Needless to say, courses should be
need based and syllabi should be changed periodically. Lack of specializations specific to
industry is one to the problems of MBA program. So there is a need to broaden the
specialization.
These days the technology is rapidly changing, which creates a huge and great impact
on the business world directly and indirectly. Especially in some sectors like banking,
marketing, finance, education, and service sectors technology has shown its mark strongly.
So, to meet these changes organizations are expecting human resources with updated
knowledge, skills and technical abilities. But in AP B-Schools are not fully updated their
teaching as per the requirements of the industry. Many students are ready to use technology
for learning but teachers are not able to cope up with this. Students are showing interest
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towards projector teaching, online live shows, softcopy materials, and fully digital mode
teaching. But most of the teachers in AP management colleges are not having sufficient
technical knowledge to meet the interests of students and the worst situation is that they are
not trying to develop and update their self towards teaching methods, teaching tools and
teaching style.
8.) Huge availability of faculty – No proper qualities & qualification and

highest mobility:
So many MBA graduates are showing willingness to join as a faculty members; this
is not because of passion, interest or liking, this is because of lack of job opportunity in the
corporate world, structural unemployment and intention of getting some amount until they
get the government job. Especially most of the women are choosing teaching profession to do
some job mechanically for money until they get married and even married women choosing
teaching as a stress less and easy job but not as a profession. Many people sense that teaching
is very cool, stress free, and limited work profession; so they prefer teaching profession for
getting money easily not with an intention to serve the society by their knowledge sharing
and knowledge invention and development. This trend resulted in huge supply of MBA
faculty. Generally ceteris paribus, if supply increases price decreases. The same thing
happened in Management teaching profession in AP. So many graduates in AP are ready to
do teaching job for Rs. 8,000 salary per month; which is really not sufficient to meet the
minimum requirement of their family. By encashing this trend at the time of interviews most
of the college managements are concentrating on cost cutting rather than quality. In AP
approximately maximum salary is offered to a MBA faculty is Rs.25,000 and for the HOD
40,000 except in top B-Schools and universities. This is not so encouraging to the skill full,
talented and qualified faculty hence, by seeing this trend, qualified and quality persons are
hesitated to enter into teaching profession. This is really a great danger to future brightness of
MBA course in AP. It is quite common if the payment is not sufficient, employees cannot
perform their job with dedication, interest, and motivation; so they are not concentrating on
them self‟s to improve at the same time they are not showing interest to impart quality
education and this resulted in quality less education. New faculty members without any
experience joined institutions on low salaries and carried a heavy teaching load. They had
neither time nor the necessary background to take up research or development of teaching
material. They gave lectures mainly drawn from textbook or materials; not based on their
experience or research. Newly joined faculty members adopt only lecture methods & impart
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theoretical or conceptual knowledge to the students rather than brainstorming or its
application.
On the other hand Management institutions invested very little for faculty
development even though most of the committees earlier had identified this as a major gap.
Quality human resource development requires constant monitoring of course, curriculum and
delivery methods. Creation of opportunities for teachers training will be a major factor in
implementing successful educational programmes for meeting national and global challenges.
Periodic up gradation of knowledge of teachers in the university and the colleges is essential
for creating a dynamic educational environment. It is an accepted fact that knowledge gets
multiplied in every discipline so quickly that it is becoming increasingly difficult to upgrade
the skills of teachers with the same pace. The two critical issues to be addressed are
mechanisms for ensuring quality of faculty and making the learning student-centered. Owing to
the sanction of large number of B-Schools through AICTE resulted into shortages of
qualified faculty. At present large number of faculty members are without Ph.D. & research
background. In fact, at the University level UGC expects either Ph.D. or NET/SET as an
essential qualification in the selection process at college or University level. But due to
shortages of Ph. D holders in management; only a master‟s degree is enough to become a
faculty member in the B-schools. In selection process industry experience has given a special
weightage but in AP, the industry experience is also not being judged properly in number of
cases. Moreover AICTE has minimum machinery to develop & train the faculty to teach
management Courses with an applied basis. It is also observed that some of the institutions
either engage part-time faculty or appoint them on contractual basis where they have a little
involvement either with the institution or with the students. In order to create good teachers
for B-schools, the faculty development programs must be implemented on a large scale.
Presently the teachers in the B Schools are prepared on a trial & error basis at the cost of
present generation of students who are the real sufferers. Recently, AICTE had informed to
management institutes to depute their faculty members to undergo Faculty Development
Programs at the selected few centers but it is too inadequate and on the other side private
college managements are not showing interest to send their faculty for FDP. That will require
another 3 to 5 years period to get the trained manpower with this system. Again the FDP
programs which are implemented at the institutional level they are also not adequate & rich in
their Quality. As a part of formality & conditions of the AICTE this activity is being
implemented. Therefore, in AP qualified and quality management education teachers are not
sufficiently available and some qualified, experienced and quality teachers in AP moving
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abroad especially to the African countries like Ethiopia, Somalia, Sudan, Kenya and Eritrea
this result in less quality education in AP.
At the same time teachers‟ mobility is another major problem faced by AP

management education. MBA teachers are changing their jobs frequently from one college to
another college and some teachers changing teaching profession itself. This causes so much
of academic disturbances and leads to less quality education. There are many causes for
teachers mobility such as stressful working conditions, least pay, no job security, no
opportunity for professional growth, better employment opportunity, bad working conditions,
no loyalty towards college, conflict with management, conflict with colleagues, conflict with
students, conflict with HOD, traveling problem, no recognition for talent & skills, Hesitate
with additional works& duties, lack of increments and hikes, and seats not filled in the
college etc. The impact of high teachers‟ mobility on different stake holders is listed below:
(I) Impact on students (II) Impact on college (III) Impact on teachers

Create academic confusion Hindrances in academic and Obstacles in career
administrative operations growth
Forego interest on subject High cost & time consuming No job security
for repetitive recruitment
No proper academic and career Create hurdles to No recognition

guidance institutional development
Adverse impact on quality of Adverse impact on academic Barrier to achievement
education results and awards
Unreliable relationship pertain Negative impact on seats No respect by students

between students and teacher fill up
Psychological depression Lower employee morale No good relation with

and cause a flood of people leaving
students & management
because they see
their peers doing the same
Chance to learn new things Young, fresh and new talent Make the remaining
flows into the institution employees more stressed
out because they have to
fill in the gaps until a new
employee is hired and
trained
Improve self learning Extend flexibility towards Obtain more financial
change in system benefits
Students‟ forego to give respect Expenses for compensation do Chance to enhance
to teachers not enhances knowledge
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Improve contacts and
-------------- -------------- relation with number of
professors
Gain diverse experiences
-------------- -------------- in different work
environment
9.) Experienced faculty – Less research culture:
A teacher‟s duty is not only teaching, another most important duty is doing research
and generating knowledge. It is not sufficient to teach lessons from the text books it is needed
to write text books on new development to impart the practical and quality education to
students. Most of the faculty members in AP are not showing interest towards research
because of unawareness, financial constraints, lack of support from college management, lack
of knowledge and interest, and lack of recognition etc. because of this mind-set; teachers are
unable to update their knowledge. Most of the management institutions have been neglecting
research. There has been very little attention provided for preparing course materials specific to
the Indian context. The management institutions do not have a culture that is supportive of
research. This problem existed even in high ranked B-Schools in AP. Imbibing a research culture
requires faculty with interest in research and a good library support system. A research culture
needs a research community and a research agenda. Such a culture will be created only when it
becomes an organizational priority and there is top commitment for building that. If the targets of
B-Schools are predominantly monetary, a research culture will not emerge. In AP the pay scales
to teachers is very low, so faculty getting depressed and hence they are losing their spirit of
teaching and anxiety to do research. According to survey, there is no proper professional
environment, academic discursions, research orientation, and friendly relations in the most of the
staff rooms of MBA departments in AP. Instead of these, politics, controversies, unfair relations,
ego, negligence, Laziness and disrespect were existed. Most of the staff are not showing interest
to participate in State, National and International level seminars, symposiums, conferences,
meetings and workshops actively. Very few faculties are publishing papers in standard Journals
which have ISBN number. Another issue is being a recent development of management discipline
there is a shortage of Ph.D. guides & hence those who would like to pursue for research degree
they register for their Ph.D. degree under the faculty of commerce. Many a times these Research
guides in this field are unable to guide the candidates in the area of management.
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Main reasons for less research culture:
Lack of awareness; Lack of required skills; High mobility of job; Lack of work-life-
balance; Financial constrains; Lack of interest; Lack of college management support;
Lack of professional atmosphere in the staff room; Lack of proper guidelines and Lack of
proper time management skill etc.
10.) Free education – Utmost misuse:
To facilitate higher education to weaker sections; AP government has established a

scheme called Fee Reimbursement Scheme which was started in the year 2008 during the
tenure of Y. S. Rajasekhara Reddy. The government spent Rs.2,000 crore in 2008-09 and
shot up to Rs.5,000 crore in 2012-13. The scheme covers students pursuing professional
courses like engineering, medicine, MBA, MCA, B Ed etc. The scheme has been under
controversies with some institutions misusing it. A Post Matric Scholarship in Andhra
Pradesh is provided by the Welfare Department, Government of Andhra Pradesh to the
eligible candidates who have passed 10th standard (SSC exam )or equivalent to Practice Post
Matric studies like Intermediate, ITI, Polytechnic, Professional courses, Graduate and Post
Graduate course, Ph.D and much more. Two components of post matric scholarship in AP
are: Reimbursement of Tuition Fee (RTF) to the college and Maintenance Fee to the student
(MTF). Andhra Pradesh E-pass (Electronic Payment & Application System of Scholarships)
fee reimbursement scheme is a revolution for Indian education system. Every year AP state
government with the help of Higher education has been issuing the scholarship very
successfully. The Govt. of AP is providing financial assistance to the SC (Scheduled Cast),
ST (scheduled Tribal‟s), BC (Backward Cast), PH (Physically Handicraft) and Economically
Backward Class (EBC) students, to pursue different studies like matriculation, intermediate
degree graduation, and engineering students and also MCA and MBBS, MBA, PG courses
through e-pass application status.
Anything which is for free or too less price; value may not be given by the people for
instance sea water, air, and ration rice etc. Higher education should not be a free product to
all. Even though there are rules and regulations regarding fee reimbursement; because of
loopholes in the system and rules so much of misusing is happening. Especially the rule
regarding parental annual income is totally misleading. Actually the rule is “SC, ST Students
whose annual parental income is more than Rs. Two Lakhs and BC, EBC, Disabled Students
whose parental income is more than Rupees One lakh are eligible for fee reimbursement” but,
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so many students obtaining Income Certificate with wrong amount of income to enjoy the fee
reimbursement.
On the other side many students are not studying the course seriously because they
don‟t know the pain of fee payment. Even parents are also not caring about their children‟s
studies since they are not paying a rupee from their pocket. Government of AP spending
thousands‟ of crores for free education but the misusing is utmost.
11.) So many controlling authorities – No proper control:
At present, management education is grouped along with engineering, technology,

pharmacy and architectural education all of which come under the classification of technical
education which is not appear to be a logical grouping (Prof. J. Ravi, G.Venkata Ramakrishna
Rao and V. Rajendra Prasad, 2015). To control the MBA colleges in terms of maintaining
sufficient faculty members, infrastructure facilities, sufficient number of volumes in the
library, training and placement cell and examinations etc.; there are so many authorities like
UGC (University Grants Commission), AICTE (All India Council for Technical Education),
Universities, Department of Higher Education Government of India and Fact Finding
Committee etc. are being established. And there are so many accreditation bodies like NBA
(National Board of Accreditation), NAAC (National Assessment of Accreditation Council).
But these are not fully succeeded in controlling the colleges as needed. So it leads to quality
less education. Many colleges are not showing truths and facts to the authorities.
Examples to say lack of proper control are:
Colleges are recruiting one day faculty for the purpose of inspection; Unqualified
faculty; Difference between actual payments of salary from salary payments in records;
Infrastructure is only on paper not in truth; Advertisements with wrong information; Fake
placement records; Showing artificial labs; Malpractices in conduction of examinations;
Frauds in paper corrections and internal marks; Lack of corporate governance; Collecting
extra amount from the students in different names; and Accepting dummy projects etc.
On the other hand, one of the emerging issues is to identify the process to be adopted
for implementation of an accreditation system. Accreditation needs to be separated from
recognition. The accreditation has to be fair, transparent, autonomous as well as ruthless. The
accreditation process should free from the political interference. Accreditation that uses
benchmarks of various parameters could reduce subjectivity. The rapid growth in the number
15 | P a g e
of management institutes requires a specialized body rather than the all encompassing AICTE
to carry out accreditation. A council exclusively for management education is needed, and the
process of accreditation and recognition needs to be made separate. And one more issue is
lack of a corporate governance system in B-Schools. This issue needs careful consideration.
Though the primary responsibility for upgrading and maintaining the quality of education
must rest with the concerned institution, in the absence of a proper corporate governance
system, this has not been so. There is a need to induct independent mechanism to implement
independent audit committees for managing the B-Schools. Nothing has been done so far in
this direction. The B-Schools should become process driven. Corporate governance has to be
made an element of accreditation. Faculty development as well as faculty involvement in the
administration needs to be a part of the corporate governance agenda. Transparency has to be
the root of corporate governance. Information on faculty qualifications, the size and contents
of the libraries, availability of computer facilities, adequate provisions for scholarships, reach
out programs to take management education to deprived sections of the population, a rating
for all institutions that guides students and recruiters in making sensible choices, have to
become a part of the corporate governance agenda in B-Schools. The issue is how to make B-
Schools implement such an agenda. This may require a strong monitoring system and statutory
reporting. Recently the (NKC) National Knowledge Commission has recommended rating as an
additional measure to inform the students, the parents & the public of the Quality of Management
education entity (MEE) because of mushrooming growth of schools in India. Many of which do
not meet even the minimum requirements for the acceptable Quality. By requiring disclosure of
information on rating a great service will be performed to all stake holders including students &
recruiters.
Suggestions to improve the management education in AP:
a) At the time of granting permission to establish new colleges or increase seats in the
existing colleges; AICTE and universities should concentrate on each and every thing
whether those colleges fulfilling all requirements or not. Instead of having lump sum
of colleges if we have average no of institutions providing good quality of
management education then it would be beneficial for all students, companies and
country also. Government of AP should make some policies in this regard.
b) Introduce Bio metric system for both teachers and students attendance to control
frauds in attendance
16 | P a g e
c) In order to have a enhanced global exposure, to suit the requirements of industry
under globalization there is a pressing need for change the pedagogy of management
education. And there is a need to broaden the specialization as per the industry
requirements. Teachers should upgrade their skills, knowledge, teaching tools, and
pedagogy to teach classes livelier and as informative and impart knowledge to
students regarding business administration and create interest & hope about bright
future. This is possible through attending FDPs, participating in seminars and
adopting research culture by the teachers. FDPs must be implemented at the regional
levels throughout the AP with the help of top ranking B-schools in India.
d) Teachers should motivate students towards gaining knowledge rather than getting
marks and should inspire them to do live projects more willingly than altering old
projects and submission.
e) College managements should try to retain talented, skill full and qualified teachers for
a long period to improve the standard of education by providing handsome payment
to them.
f) It is needed to provide free education to only eligible students. It is possible through
proper control on fraudulent activities adopted by the students and by making rules
more strengthen.
g) There is a strong need to establish and run the brawny controlling authorities to
control the mistakes and frauds of management institutions. And these controlling
authorities should act fair and strong with a strong vision of providing quality
education.
h) The purpose of the Task Force or Fact Finding Committee (FFC) which is established
by the universities is to create an enabling institutional mechanism that will give a
new thrust to management education. This will ensure that there is an independent
institutional mechanism to specifically deal with management education and also give
a new thrust for management education. Look into the possibility of formation of AP
Council of Management Education quite independent from politics.
i) The admission of students in management schools should be only through recognized
tests organized on an all India basis and used for short listing candidates for group
discussions and interviews.
j) In management education, quality has become a necessity. To make India an
intellectual capital of the world, we have to create a dynamic environment, which can
17 | P a g e
encourage superior quality management education colleges and effort should be made
to breathe life into management education.
k) The management institutions should provide an active program of students & faculty
exchange with advanced B-Schools.
l) Universities, teachers, college managements and industrialist all together should
frame MBA curriculum as fit to requirements of business world and to explore ways
in which the interaction between academia and industrialists could be improved. An
ongoing discussion between university educators and leading managers from all
sectors concerning the contemporary and future needs would provide a necessary first
step to overcome technical specialization imbalance and other educational problems.
Who were well aware of the need for change in management education, in an ongoing
series of symposia that addressed related problems and establishment of a number of
corporate universities is the need of the hour.
m) It is better to divide the management education from AICTE and establish separate
body in National level and in the state level to manage and develop management
education.
n) In order to create good teachers for colleges, the faculty development programs must
be implemented on a large scale.
Conclusion:
Aside from the top B-Schools, merely 20% of graduates from management
institutions are able to get hired by corporate world today. Change in curriculum and teaching
methodology with time is essential. Experts opine that old curriculum and teaching pedagogy
in management institutions has not able to cope up with corporate HR requirements.
Researchers hope that the government and universities will take necessary steps to strengthen
the management education by overcoming the loopholes in management education of AP in
all the dimensions and facilitate an atmosphere to make students as future leaders and
entrepreneurs.
References:
Business Standard. May 26, 2015. 88.33 per cent candidates qualify in APICET-2015.
Retrieved January 16, 2016, from http://www.business-standard.com/article/pti-stories/88-33-
per-cent-candidates-qualify-in-apicet-2015-115052601725_1.html
18 | P a g e
Dr. Ajay Singh (2015). Global trends in innovation of business education & Indian business
schools. International Journal of Science, Technology & Management, Volume No 04,
Special Issue No. 01, March 2015. P.878
Dr.B.V.R. Naidu and O.V.A.M Sridevi (2015). Management Education in India: Issues and
Concerns. International Journal of Academic Research, Vol.2, Issue-2(8), April-June, 2015.
P.81.
Dr. Preshni Srivastava and Prof. Kakul Kapur.(2015). “Recent Trend in Management
Education”. International Journal of Science, Technology & Management, Volume No 04,
Special Issue No. 01, pp 1037-1044.
Prof. Damodar Acharya. 2006. AICTE Annual Report 2005-06. New Delhi: AICTE. p.89.
Prof. J. Ravi, G.Venkata Ramakrishna Rao and V. Rajendra Prasad (2015). The Status of
Management Education in India. International Journal of Academic Research, Vol.2, Issue-
2(8), April-June, 2015. P.69.
Prof. S.S.Mantha.2012. AICTE Annual Report 2011-12. New Delhi: AICTE. p.164
Pulla Rao Kota and S. Vijaya Raju (2016). Management Education: A Journey from Ancient
time to 21st Century with special reference to India & AP. International Journal in
Management and Social Science, Vol.04, Issue-04.Pp.98-106.
Shishir Shrotriya and Bhupendra Singh (2015). Role of ICT in Skill Development to bridge
the Gap between Education And Employability. International Journal of Science Technology
& Management, Volume No.04, Special Issue No.02, February 2015.p.185.
Shubhendu S. Shukla (2013). Management Education in India: Issues and Concerns.

International Journal of Education and Learning , Vol.2, No.2 (2013), pp.15-26.
19 | P a g e

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GE-International Journal of Management Research

Vol. 4, Issue 6, June 2016 IF- 4.88 ISSN: (2321-1709)

A FACT FINDING STUDY ON

1. Mr. Pulla Rao Kota

2. Dr. S. Vijaya Raju

1.) More MBA seats – Less students:

Postgraduate education in management stream in AP is currently having the benefit of

The main reasons to lose the interest are:

Educational background in local language (Telugu medium); Unfit students are

3.) Highest No. of colleges – Low quality education:

Major reasons for low quality education:

Lack of infrastructure facilities in the colleges; Lack of qualified, experienced and

5.) Many projects done by students – Which are fake:

The reasons behind this state are:

6.) More jobs – Still unemployed:

Some more reasons behind unemployment are listed below:

8.) Huge availability of faculty – No proper qualities & qualification and

At the same time teachers‟ mobility is another major problem faced by AP

(I) Impact on students (II) Impact on college (III) Impact on teachers

No proper academic and career Create hurdles to No recognition

Unreliable relationship pertain Negative impact on seats No respect by students

Psychological depression Lower employee morale No good relation with

9.) Experienced faculty – Less research culture:

10.) Free education – Utmost misuse:

To facilitate higher education to weaker sections; AP government has established a

11.) So many controlling authorities – No proper control:

At present, management education is grouped along with engineering, technology,

Examples to say lack of proper control are:

Suggestions to improve the management education in AP:

Shubhendu S. Shukla (2013). Management Education in India: Issues and Concerns.

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