CHAPTER II :: Profile of the Study Area

This chapter deals with profiles of Andhra Pradesh, Guntur district, Krishna districts and AP
management education and it through a light on management education from ancient time to
today, in India especially in AP.

2.1 A Profile of Andhra Pradesh

Figure 2.1: Govt .of AP Logo
2.1.1 Introduction:
2.1.1 Introduction to AP State:
The Gazette of India No. 6 dated 01 March 2014 notified the
Andhra Pradesh Reorganisation Act 2014 (Act 6 of 2014), upon
receiving the President of India’s assent. The Gazette of India No
560 dated 04 March 2014, notified 02 June 2014, as the Appointed
Day, the day on which the State of Andhra Pradesh was bifurcated into
the State of Telangana and the residuary State of Andhra Pradesh (White Paper on The
Impact of State Reorganisation, 2014)1. Hence the Telangana region created as the 29th State
of India. AP State consists of 13 districts, the 4 districts of Rayalaseema and 9 districts of the
coastal Andhra. Though AP retains the old name, it can be looked upon as a new State.

Formation of the new State of AP has thrown up a number of challenges all the
sectors of the economy, like the need for developing a new capital city, reorganization of all
the departments of the Government, building up administrative and governance structures
practically from the scratch, making efforts for the mobilization of resources, creation of
infrastructure, generation of employment opportunities, development of transportation
systems with their own new hubs and spokes, development of new centers of excellence for
education and healthcare, establishing new infrastructure for communications and
information. The faster we pursue all these and more challenging tasks, the better it will be
for the well-being of the citizens of the new State.

While there are challenges, there are opportunities as well. The high expectations of
the citizens, the feasibility of leapfrogging while developing new infrastructure and systems
on a green field, taking advantage of the emerging global models, technologies and

1
White paper on The Impact of State Reorganisation, 2014. State Reorganisation Department, Government
of Andhra Pradesh, 17 August 2014.

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management techniques, and above all the pressing needs of the new State that can’t wait,
form the strong drivers for reconstruction. A leadership role has to be necessarily played on
multiple fronts if we want to take full advantage of these drivers.

 The Vision -- 2020 of AP: “That Andhra Pradesh should be a state where poverty is
totally eradicated; that every man, woman and child in the state should have access,
not just to basic minimum needs, but to all the opportunities to lead a happy and
fulfilling life; and that we must emerge as a knowledge and a learning society built on
values of hard work, honesty, discipline and a collective sense of purpose” (White
Paper on Governance, 2014)2.
 The New Vision of AP: Andhra Pradesh is in the process of transformation as
Sunrise state and growth targets are being set to achieve them in defined timeframe
under Vision 2029. The seven missions, five grids and five campaign modes put in
place are the growth vehicles and the state marching ahead with a mission based
approach, targeting double digit growth on a sustainable basis. Sustaining double digit
growth for the next 14 years is imperative to ensure that Andhra Pradesh will be one
of the first three high-performing States in India by 2022, the best state in the country
by 2029 and will be the best destination in the world by 2050 through enhancing the
Happiness Index3.

2.1.2 AP State History:

Andhra Pradesh is one of the famous states of India, which takes pride in its rich
historical and cultural heritage. The brief history of Andhra Pradesh can be classified into
five prime periods such as a) The origin, b) The earlier period, c) The pre-independent period
d) The post independent period, and e) Recent past.
a) The origin: Historians believe that the original people of Andhra Pradesh were Aryans4
and Dravidians. They migrated to the south of Vindhyas and there they mixed up with
other races. The study of history reveals that major portion of the southern India (Dakshina
Padham) was extended by Andhra region. Several dynasties ruled over this part of the
country. Andhra Pradesh’s history dates back to the Vedic period5. An Andhra Kingdom

2
White paper on Governance, 2014. Law & Order, Excise, Local Bodies, Institutional Degradation and
Poor Governance, Government of Andhra Pradesh, Hyderabad, 13th August 2014.
3 http://apvision.ap.gov.in/vision2029.html
4 http://www.mapsofindia.com/andhra-pradesh/geography-and-history/history.html
5 http://www.newkerala.com/states-of-india/andhra-pradesh.php

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 was mentioned in the Sanskrit epics such as Aitareya Brahmana (B.C. 800) and
Mahabharata and it was called Dakshina Pandit during those days. According to Aitareya
Brahmana of the Rig Veda, the Andhras left north India and settled in south India.
Historians felt that Andhras, Pulindas, Sabaras, and many other sects lived in Dakshina
Padh. But it is only in the Mauryan age that one gets historical evidence of the Andhras as
a political power in the southeastern Deccan. The Mauryans extended their rule over
Andhra in 4th century BCE. Buddhist books reveal that Andhras established their
kingdoms on the Godavari belt at that time. Asoka referred in his 13th rock edict that
Andhras were his subordinates. A major part of Emperor Ashoka's kingdom. After the
death of emperor Ashoka, the Mauryan rule weakened around 200 BCE, and was replaced
by several small kingships in the Andhra region. Andhra Pradesh was an important
Buddhist center of that time. Around the same time Dhanyakatakam/Dharanikota (present
day Amaravati) seemed to be a very important place. Several places in the state still bear
the traces of the Buddhist culture and influence.
b) The earlier period: With the fall of the Mauryan Empire Andhra Satavahanas became
independent in 3rd century BCE. The Satavahana dynasty is perhaps the earliest dynasty
that ruled in Andhra Pradesh. Amravati, on the banks of river Krishna was their capital.
They promoted national and international trade and were great followers of Buddhism.
After the end of the Satavahana reign in 220 CE, the Telugu land was ruled by Ikshvakus,
Brihatapalayanas, Anandagotrikas, Salankayanas, Pallavas, Vishnukundinas, the Eastern
Chalukyas, Cholas, Kakaityas , Reddy dynasty kings, and Viyayanagar empire kings,
Mughal chakravarthis, the Qutb Shahi dynasty of Golconda, the Nizam of Hyderabad and
the kakatiya dynasty respectively up to the early part of the 17th century CE.
c) The pre-independent period: At the start of the colonial era, there was a major war
between the English and French at Chandurthi in 1758, during which the latter was
defeated by the British army and Maharaja Ananda Gajapathi Raju of Vizianagram. Later,
the Nizam rebelled against the English. The war ended with a second treaty and the
Northern Circars remained permanently under the control of the British. After 1760, the
French lost their hold in South India; especially on the Northern Circars. In 1765, Lord
Robert Clive and the existing Chief and Council at Vizagapatam obtained from the
Mughal emperor Shah Alam a grant of the five Circars. In 1792, the British achieved
complete supremacy when they defeated the Maharaja Vijaya Rama Gajapati Raju of
Vizianagaram. In 1792, the British took over this area after defeating the Maharaja. From
this until declaration of independence British ruled the Andhra.
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d) The post independent period: In 1947, India gained independence from the United
Kingdom. The Muslim Nizam of Hyderabad resisted, but was forced to cede his state to
India in 1948 to form Hyderabad State. When India became independent, the Telugu-
speaking people (although Urdu is spoken in some parts of Hyderabad and in a few other
districts of Hyderabad State) were distributed in about 22 districts, 9 of them in the
Hyderabad State region of the Nizam's Dominions (Hyderabad State), 12 in the Madras
Presidency and one in French-controlled Yanam. In 1953, Andhra State was created from
part of Madras Province and was the first state in India to be formed on a purely linguistic
basis. In 1956, Andhra State was merged with the Telugu-speaking area of Hyderabad
State to create Andhra Pradesh State.
e) Recent Past: Major actions aiming to revoke the merger of Telangana and Andhra
occurred in 1969, 1972, and 2009. On 9 December 2009, the Government of India
announced the process of formation of the Telangana State. Public protests in the Coastal
Andhra and Rayalseema regions occurred immediately after the announcement and on 23
December 2009, the decision was indefinitely deferred. The Telangana movement for
statehood has continued with associated suicides, strikes and protests. On 30 July 2013, a
Congress Working Committee unanimously passed a resolution to recommend the
formation of a separate Telangana state. In February 2014, the bill was placed before
the Parliament. In February 2014 the AP Reorganisation Act, 2014 was passed allowing
for the formation of Telangana State comprising ten districts from north-western Andhra
Pradesh. Finally the state of Telangana was officially formed on 2 June 2014.
2.1.3 Physical/Geographical Features of AP:
Figure2.2: AP State Map

Source: Andhra Pradesh State Statistical Abstract, 2014

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 Andhra Pradesh is located in the Southern peninsula of India and has a coast line of
974 km which is the second largest coastline among all the states in India. It lies between
12°41' and 22°N latitude and 77° and 84°40'E longitude, and is bordered by Telangana to the
west & north west, Chhattisgarh to the north, Orissa in the north east, the Bay of Bengal in
the East, Tamil Nadu to the south, and Karnataka to the south west & west. Visakhapatnam,
Vijayawada, Tirupati, Guntur, Kakinada, Nellore & Kurnool are some of the key cities in the
state. In the state of Andhra Pradesh with its administrative jurisdiction now limited to 13
districts with 664 Mandalas (https://en.wikipedia.org)6. The state has an area of 1,60,200 sq
km forming 5.059 per cent of the total geographical area of the country and 8th largest state of
India. There are two distinct geographical regions in AP, viz. Coastal Andhra 92,906 Sq KMs
( 58 % of State area) and Rayalaseema covering an area of 67,298 Sq KMs (42 % of State
area). Ananthapur revenue district is the largest district with an area of 19,130 square KMs,
followed by Kurnool (17,600), Prakasam (17,140), YSR Kadapa (15,380), Chittoor (14,990),
SPS Nellore (13,160), Visakhapatnam (11,340), Guntur (11,330), East Godavari (10,820),
Krishna (8,800), West Godavari (7,800), Vizianagaram (6,300), Srikakulam (5,840).
According to AP Reorganization Act 2014, Hyderabad is a common capital to both Andhra
and Telangana but AP government decided to construct a world class capital at Amaravathi in
Guntur district. Present AP consisting 42 revenue divisions, 175 assembly constituencies, and
25 MP constituencies.
Andhra Pradesh Forest Department deals with protection, conservation and
management of forests. The total forest cover of the state after the bifurcation is left with an
area of 22,862 sq km. The forest in the state can be broadly divided into four major biotic
provinces such as Deccan Plateau, Central Plateau, Eastern Highland, and East Coastal
Plains.
The climate of Andhra Pradesh varies considerably, depending on the geographical
region. Monsoons play a major role in determining the climate of the state. Summers last
from March to June. In the coastal plain, the summer temperatures are generally higher than
the rest of the state, with temperature ranging between 20 °C and 45 °C. July to September is
the season for tropical rains in Andhra Pradesh. The state receives heavy rainfall from the
southwest monsoon during these months. October and November see low-pressure systems
and monsoon; bring rains to the southern and coastal regions of the state. November,
December, January, and February are the winter months in Andhra Pradesh. Since the state

6
List of Mandals in Andhra Pradesh. Available at https://en.wikipedia.org/wiki/List_of_mandals_in_Andhra_
Pradesh. (Accessed 06 June 2017).

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has a long coastal belt the winters are not very cold. The range of winter temperature is
generally 12 °C to 30 °C.
The major rivers in Andhra Pradesh are Godavari, Krishna, Tungabhadra, Pennar,
Manjira, Nagavali, and Vamsadhara. Nearly 75% of its area is covered by the river basins of
the Godavari, Krishna and Pennar, and their tributaries. There are 17 smaller rivers like the
Sarada, Nagavali and Musi, as well as several streams. Godavari and Krishna are the two
major perennial rivers, and with their extensive canal system, provide assured irrigation.
Some of the famous temples and shrines, mosques, and churches in AP are Tirumala
Tirupathi Devasthanam in Chittor district, Simhachalam Temple in Visakhapatnam
district, Annavaram Temple in East Godavari district, Dwaraka Tirumala Temple in West
Godavari district, Srisailam temple in Kurnool district, Kanakadurga temple in Krishna
distict, Sri Amaralingewara Swami temple, Lakshmi Narasimha Swami Temple at
Mangalagiri, Buddhist centres at Amaravati, Kotappakonda, and Nagarjuna Konda in Guntur
district, Srikalahasti temple in Chittoor district, Jumma Masjid, Shahi jamia masjid in
Kurnool district, Gunadala Church in Krishna district, etc., and many more as well.
Andhra Pradesh has bountiful natural resources. Endowed with fertile land, water and
conducive agro-climatic conditions, it is an agriculturally-prosperous state. The food grain
production during 1999-2000 was 149.05 lakh tones as against the average of 122.68 lakh
tones. AP is the largest producer of rice in India. It is also the leading producer of cash crops
like Tobacco, Groundnut, Chillies, Turmeric, Oilseeds, Cotton, Sugar and Jute. It produces
some of the finest varieties of mangoes, grapes, guavas, sapotas, papayas and bananas.
2.1.4 Demographic Features of AP:
a) Population: The demographic (characteristics of population) aspects influence economic
development of any region. As per AP State Statistical Abstract 2014, the population of the
state is 493.8 lakhs against the Indian population of 12,105 lakhs. Divided AP is the tenth
most populous state in India even in 2011 Census. Out of the total population of 4,93,86,799,
the male population is 2,47,42,786 and the female population is 2,46,44,013 representing
50.10 and 49.90 per cent respectively. Hence the sex ratio is 996 females for every 1000
male. 84,45,398 belong to Scheduled Castes (17.1%) while 22,74,398 (5.3%) belong to
Scheduled Tribes. The population structure has both strengths and issues of concern. The
child population (0 -14 age) of about 26% and the young population (15-25 age) of about
24% together represent the major share of the population of the State, whose potential can be
tapped to reap rich demographic dividend. At the same time, the State also has the

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responsibility of providing special care to the elderly (60 plus) who constitute 8% of the
population (White paper on HR & SD in AP, 2014)7. The density of the population is 308 per
sq. km. as against the India’s density of 382 per sq. km. as per 2011 Census. As per AP State
Statistical Abstract 20148, 70.40 % of the population in the state is living in rural areas while
the percentage of population living in urban areas is 29.60 % only. The working population
of the State are 2,29,69,906, of which 1,92,31,167 are main workers and 37,38,739 are
marginal workers representing 83.7and 16.30 % of the total workers population respectively.
b) Income levels: “Most of the people in AP are middle classes”; the number of White
Ration cards make the above statement true. In AP 1,17,37,371 families contain White Ration
Cards and 15,03,373 families contains Pink Ration Cards. According to 2012-13 statistics the
per capital income of Andhra people is Rs. 76,041 per annum. The per capita income of
Andhra Pradesh increased from Rs.25,959 in 2004-05 to Rs.76,041 in 2012-13 and India
from Rs.24,143 in 2004-05 to Rs.68,747 in 2012-13. The average per capita income of
Andhra Pradesh is increased by 14.38% and India by 13.97% between 2004-05 to 2012-13.
c) Education/ Literacy: As reflected in 2011 census, unfortunately A.P. with 67.66 literacy
rate stands at 31st position out of 35 ranks of states and union territories put together. It is
above only Bihar, Arunachal Pradesh, Rajasthan and Jharkhand. The Percentage of literacy of
the AP State is 67.66 (Male literacy rate – 75.56 and Female literacy rate – 59.74 percentage)
while literacy of the country is 74.04 per cent as per 2011 Census.
 School Education Out of the total enrollment 69.02 lakhs, 35.48 lakhs in I-V classes;
20.72 lakhs in VI-VIII classes, 12.82 lakhs in IX-X classes. During 2015-16, the
dropouts at I-V classes (Primary Level) were 8.76%, 14.75% at I-VIII (Elementary
Level) and 23.87% at I-X (Secondary Level). Necessary measures have been taken to
retain children into schools. During 2015-16, there were 1,08,200 teachers in primary
schools, 61,663 in Primary with Upper Primary schools(IVII/ VIII), 3,489 in Primary
with Upper Primary, Secondary & Higher secondary schools (I-XII) and 2024 in
Upper Primary with Secondary & Higher secondary schools (VI-XII) 13,542 in
Primary with Upper Primary & Secondary schools(I-X) and 1,06,864 in Upper
Primary with Secondary (VI- X). 38.39 lakh children were covered under Mid day
meal programme during 2015-16, out of which, 20.00 lakh are in Primary [I-V]

7
White Paper on Human Resources and Social Development in Andhra Pradesh, 2014. Department of
HRD, Andhra Pradesh, Hyderabad – 500022, 31st July, 2014.
8 ANDHRA PRADESH STATE STATISTICAL ABSTRACT, 2014. Planning Department, Andhra

Pradesh.

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 classes including NCLP, 11.15 lakh in Upper primary (VI-VIII) and 7.24 lakh
children in High schools in the state.
 Intermediate Education For the year 2015-16, there are 444 government junior
colleges, 8 government vocational junior colleges under the administrative control of
the Director of Intermediate Education (Socio Economic Survey, 2015-16)9. Besides
the Government sector, there are 1819 private un-aided junior colleges functioning in
A.P. Inter mediate education recorded a declining trend in Government sector during
2004 -14. Between the period 1994-2004 to 2004-14, the no. of Government Jr.
Colleges increased by 47% from 678 to 996, but the students’ enrollment showed
declining trend in Government Jr. Colleges. In the private sector, the number of
colleges increased by 123% and there was an increase of enrollment of students in
Private sector Jr. Colleges by 122.6% (White paper on HR & SD in AP, 2014). Thus,
the Government sector was comparatively neglected and the Vocational education
meant for self employment was also affected adversely.
 Higher Education:- Higher Education has been identified as a growth engine in the
sunrise state of Andhra Pradesh and is pushed in a mission approach (AP Knowledge
Mission) for making AP as knowledge hub and promoting quality of education and
for providing purposeful education, particularly to students hailing from marginalized
sections of the society. The Department of Higher Education of AP deals with matters
relating to education at various levels in the State. The main functions of this
department are suggest ways and means of augmenting additional resources for
Higher Education in the State and devise steps to improve the standards of
examinations conducted by the Universities and suggest necessary reforms, and so
on 10 . There are 144 Government degree colleges, 126 Private Aided colleges and
1139 Private Unaided degree colleges existed in the state with a total strength of
approx. 2.5 lakhs students (www.apsche.org)11. To strengthen the existing Jawahar
Knowledge Centers (JKC) in Degree Colleges the department of higher Education,
Government of Andhra Pradesh has entered into partnership with the Tata Institute of
Social Sciences (TISS). The Government of Andhra Pradesh in the month of
september 2015 signed an MoU with Tata Institute of Social Sciences (TISS) for
implementation of Andhra Pradesh University Students Employability Skill

9
Socio economic Survey, 2015-16. Planning Department, Government of Andhra Pradesh.
10 http://www.aponline.gov.in/
11
Number of colleges. Available at www.apsche.org. accessed on 06 June 2017.

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 Development Programme. The parallel degree programme is designed so that the
graduating youth acquire job related skills through immersive projects across the
State. 12. Apart from this recently in the month of April 2017 on behalf of AP State
government, APSCHE entered into an agreement with ‘British Council’ o conduct a
15 month pilot project targetd towards train the 1,00,000 higher education students in
spoken english, communication skills, confidence building, CV writing, interview
writing and employability of students (Andhrajyothy, 2017)13. .After 2005-06 there
was unbridled expansion and several new Universities and colleges were established
in AP particularly due to the fee reimbursement scheme which finally resulted in
spreading the resources thin, poor quality of education, inadequate and un-qualified
faculty and poor infrastructure. The number of engineering colleges in the combined
State has increased tremendously which leads to acute faculty shortage. The same was
the case with degree colleges. Andhra Pradesh occupied 5th place in terms of highest
number of colleges in India. In AP there are 28 Universities, 2591 higher education
colleges are operating with 558 as average students enrollment per college. Andhra
Pradesh has 83 percent Private Unaided Colleges whereas; Mizoram has only 3
percent, Private Unaided Colleges. The Gross Enrollment Ratio in higher education in
18-23 years category is 29.90 percent which consisting of 33.70 percent male and
26.10 percent female students. The pupil-teacher ratio in higher education in all
institution categories is 17 which is regular and distance mode together (AISHE
Provisional Report 2014-15)14. The below table shows details of students enrollment
in various courses.
Table 2.1: students’ enrollment at various courses in AP
Course Male Female Total
Ph.D 1511 1027 2538
M.Phil 228 201 429
PG 1,38,097 1,09,519 2,47,616
UG 7,44,777 5,84,258 13,29,035
PG Diploma 1053 518 1571
Diploma 60,777 40,977 1,01,754
Source: AISHE Provisional Report 2014-15, Government of India.
12
TISS Hyderabad signs MoU with state govt for AP university students’ employability. Available at
http://indianexpress.com/article/india/india-others/tiss-signs-mou-with-govt-for-ap-university-students-
employability/. Accessed on 06 June 2017.
13
Spoken English training to one lakh students. Available at http://www.andhrajyothy.com/artical?SID=404480
Accessed 24 June 2017.
14
AISHE Provisional Report, 2014-15. Department of Higher Education, Ministry of HRD, Government
of India, New Delhi.

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  Technical Education At present, there are 1357 Diploma & Degree level
professional institutions with an intake of 3,44,551 in the State. There are 306
polytechnic institutions in the State with a total intake of 86831 and 18 D. Pharmacy
institutions with a total intake of 1080. 41 Skill Development centers have been
established in polytechnics to provide industryrelevant skill training and to improve
the quality in technical education.
d) Occupations: With about 49.38 Million Population, most of who live in rural areas,
agriculture is the main stay of their livelihood. 50.6 % of State’s Main workforce is engaged
in Agriculture & allied activities and Agriculture and allied Sectors accounts for 27.30 % of
Gross State domestic product (GSDP) at current price (Memorandum on Drought in Andhra
Pradesh, 2014)15. Agriculture is the main occupation of the people and most of the people are
depending on agriculture and allied activities. At the same time a good percentage of people
choosing service sector for their earnings.
e) Religions: According to 2011 censes, (before the state's bifurcation) Hinduism is majority
religion in state of AP with 88.46 % followers. Islam is second most popular religion in state
of AP with approximately 9.56 % following it. In Andhra Pradesh state, Christianity is
followed by 1.34 %, Jainism by 0.06 %, Sikhism by 0.05 % and Buddhism by 0.05 %.
Around 0.01 % stated 'Other Religion, approximately 0.48 % stated 'No Particular Religion'.
f) Languages: Telugu is the official and most commonly spoken language of Andhra
Pradesh. It has been influenced by Sanskrit. The prominent poets of Telugu include Nannaya,
Tikkana,Sri Nathudu, Tenali Rama Krishna, Sri Krishna Devarayulu and a host of others.
Hindi, English and Tamil are the other languages used in AP.
g) Festivals: Hindu festivals such as Dasara, Deepavali, Sri Ramanavami, Krishna
Janmastami, Vinayaka Chavithi (Ganesh Chaturthi) and Maha Sivarathri are celebrated in the
State. But the celebrations of Ugadi (Telugu New Year's day), Sankranti, Dasara and
Vinayaka Chavithi in the state are unique. Apart from Hindu festivals, Muslims celebrate
Ramadan and Christians celebrate Christmas very gloriously in the state.
2.1.5 AP State Economy:
Andhra Pradesh is predominantly an agriculture based economy and around 19 per
cent (average contribution) of the state GDP is from agriculture. Agriculture sector in the
state provides employment to around 60 per cent of the state’s population. At constant prices,

15
Memorandum on Drought in Andhra Pradesh, 2014. Revenue (Disaster Management) Department,
Government of Andhra Pradesh.

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the Gross State Domestic Product (GSDP) of Andhra Pradesh was Rs.2,35,930 crores and
India was Rs.55,03,476 crores in 2012-13. Between 2004-05 and 2012-13, the average annual
GSDP growth of Andhra Pradesh was 7.25% and India was 8.01%. The growth in AP was
mainly driven by the industry and services sectors.
Given the inspiring growth achievements in 1st and 2nd quarters of 2015-16, the state
has successfully achieved double digit growth in the year 2015-16, which it has promised to
deliver. Implementation of appropriate policies and programmes by the state have enabled to
register an impressive growth rate of 10.5% in the year 2015-16, compared to India’s growth
rate of 7.3%, as per the advance estimates (Socio Economic Survey 2015-16). Per Capita
Income crossing the one lakh mark looks promising. Making the growth inclusive and
sustainable continues to the development agenda for the state.

2.2 Profile of Guntur District16

2.2.1 Introduction to Guntur district:
Guntur district is one of the 13 districts in the Indian state of Andhra Pradesh on the
east coast of Bay of Bengal. The district has a coastline of around 100 kilo meters. The district
is a major center for learning; it has one of the largest universities of India, Acharya
Nagarjuna University.

2.2.2 Guntur district History:

Guntur district in its present form was constituted only in 1904 out of the areas of
Ongole taluk of Nellore district and portions of the Krishna District. In 1904 Krishna district
was bifurcated and Guntur district with its present jurisdiction was constituted into a separate
independent district.
The original Sanskrit name (ancient Vedic culture/tradition) for Guntur was
Garthapuri17. Guntur District is home to the second oldest evidence of humans in India, in the
form of Palaeolithic (old stone age) implements. Ancient history can be traced from the time
of Sala kings who ruled during the 5th century BCE. The earliest reference to Guntur, a
variant of Guntur, comes from the Idern plates of Ammaraja I (922-929 CE), the Vengi
Chalukyan King. Guntur also appears in another two inscriptions dated 1147 and 1158. Since

16
District Census Hand Book, Guntur, 2011. Directorate of Census Operations, Andhra Pradesh. Census of
India, 2011, AP, Series–29, Part XII-B.
17 http://guntur.nic.in/history.html

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the beginning of Buddhis epoch, Guntur stood foremost in matters of culture, education and
civilization. Gautama Buddha preached at Dharanikota/Dhanyakatakam near Guntur and
conducted Kalachakra ceremony, which takes its antiquity to 500 BCE. Buddhists established
universities in ancient times at Dhanyakataka and Amaravathi. Acharya Nagarjuna, an
influential Buddhist philosopher taught at Nagarjunakonda and is said to have discovered
Mica in 200 BCE.
Guntur was successively ruled by famous dynasties such as the Satavahanas, Andhra
Ikshvakus, Pallavas, Ananda Gotrikas, Vishnukundina, Kota Vamsa, Chalukyas, Cholas,
Kakatiyas, Vijayanagara and Qutb Shahis during ancient and medieval times. Guntur became
part of the Mughal empire in 1687 when the emperor Aurangzeb conquered the Qutb Shahi
sultanate of Golconda, of which Guntur was then a part. In 1724, Asaf Jah, viceroy of the
empire's southern provinces, declared his independence as the Nizam of Hyderabad. The
coastal districts of Hyderabad, known as the Northern Circars, were occupied by the French
in 1750. Raja Vasireddy Venkatadri Nayudu (1783-1816) shifted his capital from Chintapalli
in Krishna district to Amaravati across the river Krishna. He ruled with munificence and built
many temples in Guntur region. Guntur was brought under the control of the British East
India Company by 1788, and became a district of Madras Presidency. The Guntur region
played a significant role in the struggle for independence and the formation of Andhra
Pradesh. The northern, Telugu- speaking districts of Madras state, including Guntur,
advocated for a separate state after independence and the new state of Andhra Pradesh was
created in 1953 from the eleven northern districts of Madras.
2.2.3 Physical/Geographical Features of Guntur district:
Figure 2.4: Guntur District Map

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Source: http://managurazala.blogspot.in/
The district was situated between 79º 10′ and 80º 55’E, of the eastern longitudes and
15º 18′ and 16º 50’N, of northern latitudes18. It has an average elevation of 33 metres (108 ft)
and situated on the plains. This district covers an area of 11,391 Sq. Km. The Krishna River
forms the northeastern and eastern boundary of the district, separating Guntur District from
Krishna District. The district is bounded on the southeast by the Bay of Bengal, on the south
by Prakasam District, on the west by Mahbubnagar District, on the northwest by Nalgonda
District and North-east by Krishna districts.
There are 712 villages in 2011 Census of which (21 uninhabited & 691 habited), 57
Mandals (Rural),3 Revenue Divisions, 14 Towns (13 Statutory [1 Municipal Corporation,11
Municipalities & 1 Nagar Panchayat] and only one Census town) and 3 Urban
Agglomerations.
Paddy, tobacco, cotton and chillies are the main agricultural products cultivated in the
district. Guntur area economy has an agricultural component that is internationally known for
its exports of chillies, cotton, and tobacco.
Places of historical importance in Guntur District are Amaravathi, Ponnur,
Mangalagiri, Bhattiprolu, Vinukonda, Kotappakonda, Undavalli caves, Gurazala, Macherla,
Kondavid fort and the archeological museum in Guntur.
There are a few hills in the surrounding suburban areas. The Krishna Delta lies partly
in Guntur district. There are other smaller rivers and channels in the region such as Guntur
Channel, Chandravanka, Naagileru, Guntur Branch Canal etc.
Rain storms and hurricanes are common in the region during the rainy season, which
starts with the monsoons in early June. The hurricanes could occur any time of the year, but
commonly between May and November.
The Soils of Guntur District are broadly divided into 4 types such as Red Gravelly
Soils, Black Cotton Soils, Sandy Alluvial Soils, and Saline Swampy Soils.
2.2.4 Demographic Features of Guntur district:
In 2011, Guntur had population of 4,887,813 of which male and female were
2,440,521 and 2,447,292 respectively. There was an increase of 9.47 percent in the
population compared to population as per 2001. Telugu is the main language spoken in this
district and Urdu, Hindi, and English are the other languages used in this district.

18
http://www.ap.gov.in/about-ap/districts/guntur/

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  Density of Population: The initial provisional data released by census India 2011,
shows that density of Guntur district for 2011 is 429 people per sq. km. Guntur
district administers 11,391 square kilometers of areas.
 Literacy Rate: Average literacy rate of Guntur in 2011 were 67.40. If things are
looked out at gender wise, male and female literacy were 74.79 and 60.09
respectively. Total literate in Guntur District were 2,960,441 of which male and
female were 1,634,726 and 1,325,715 respectively.
 Sex Ratio: With regards to Sex Ratio in Guntur, it stood at 1003 per 1000 male. In
2011 census, child sex ratio is 945 girls per 1000 boys.
 Child Population: In census enumeration, data regarding child under 0-6 age were
also collected for all districts including Guntur. There were total 495,729 children
under age of 0-6. Of total 495,729 male and female were 254,833 and 240,896
respectively. Child Sex Ratio as per census 2011 was 945 compared.

2.2.5 Guntur District Highlights - 2011 Census:

 Guntur district stands 13th position in terms of area with 11,391 Sq. Kms., and ranks
3rd in terms of population with 48,87,813 persons in the State.
 Guntur district stands 13th position in terms of urban area with 315.49 Sq. Kms., and
ranks 5th in terms of urban population with 16,52,738 persons in the State, while it
stands 13th in terms of rural area with 11,075.51 Sq. Kms., and ranks 3rd in terms of
rural population with 32,35,075 persons in the State.
 The district ranks 22nd in terms of total number of villages with 712 as against 717 in
2001.
 The district ranks 9th position in the State in terms of sex-ratio with 1,003 as against
984 in 2001.
 The district ranks 7th position in terms of density with 429 persons per Sq. Kms., as
against 392 in 2001.
 The district ranks 4th position in terms of literacy with 29,60,441 literates as against
24,55,965 in 2001.

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2.3 Profile of Krishna District19
2.3.1 Introduction to Krishna District:
Krishna District gets its name from the holy river Krishna20, the third largest river
that flows in India. The river Krishna originates near Mahabaleswar (Maharastra) and joins
the Bay of Bengal near Hamsaladevi Village in Krishna district. Krishna is considered the
kernel of Telugu Culture and is the birth place of the famous Indian classical dance form -
Kuchipudi. The dialect of Telugu spoken in Krishna is widely considered to be the standard
form of Telugu. Krishna is also home to Bandar Laddu, Chilakalapudi Bangaram(Imitation
Jewellery), Kondapalli Toys, Nuzvid mangoes, Pedana Kalamkari (Block printed Cotton
textiles) and Bandar Halwa. Vijayawada translates to mean "place of victory". According to
the legends, Arjuna performed penance on these hills to appease Lord Shiva, who appeared
before him and bestowed him with the prized weapon 'Pasupathasthra'. Also Goddess Durga
is believed to have rested here after slaying the wicked demon Mahishasura in a fierce battle.
The famous Kanaka Durga shrine located on top of the hills and overlooking river Krishna, is
thronged by thousands of devotees daily. Krishna district is the symbol of cultural heritage of
Telugu people.

2.3.2 Krishna District History:

Krishna district came into existence in the year 1859 in the composite Madras state
which was then known as Masulipatnam district since Machilipatnam (Bandar) is the district
headquarters. Krishna district derived its name from the mighty river Krishna which is also
known as the "Blue Nile of the Deccan". The river Krishna has profound bearing on the
cultural and economic life of people living in its delta. Guntur and West Godavari districts
were carved out from Krishna district in the years 1904 and 1905 respectively. Since the
residuary Krishna district did not undergo any major jurisdictional changes except some
minor changes in 1925, 1950 and 1959.
The history of this region dates back to 2nd century BC. The area was ruled by the
Satavahanas (230 BC – 227 AD); Pallavas (340 AD – 500 AD), Chalukyas (615 AD – 1070
AD) and later by Cholas, Kakatiyas and Reddy dynasty21. The ruins of the fort at Kondapalli
hail back to Reddy Kingdom. Subsequently, the area came under the Vijayanagara Empire.

19
District Census Hand Book, Krishna, 2011. Directorate of Census Operations, Andhra Pradesh. Census
of India, 2011, AP, Series–29, Part XII-B
20 http://www.krishna.ap.gov.in/
21 http://krishna.nic.in

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The temple in Srikakulam Village was built by the Vijayanagara Kings. The area then passed
on to the Qutub Shahis and later to the Nizams. The office of the two important ministers
during the Qutub Shahi rule – Madanna and Akkana –was in Vijayawada due to their
reverence towards Goddess Kanaka Durga. The rulers from Golconda were the first to
patronize European traders to establish themselves in Masulipatnam (now Machilipatnam).
The Portuguese may have been the earliest, followed by the Dutch and the English. In the
year 1611, the English founded their settlement at Masulipatnam, which was their
headquarters until they finally moved to Madras in 1641. In 1761, in return for supporting
Nizam Ali Khan in his succession to Golconda, the English secured their first division at
Masulipatnam from the Nizams. Initially, the division was administered by a Chief and a
Council at Masulipatnam. In 1794, Collectors, directly responsible to the Board of Revenue
were appointed at Masulipatnam, making Krishna collectorate, one among the oldest
Collectorates in the Country.

2.3.3 Physical /Geographical Features of Krishna District:

Figure 2.4: Krishna District Map.

Source: http://indianpoliticalleadersmap.com/

16 | P a g e
 Krishna District is located between 80º 01′ and 81º 33’E, of the eastern longitudes and
15º 45′ and 17º 10’N, of northern latitudes22. This district covers an area of 8,727 Sq. Kms
and has Coastal Line of 88 Kms. The district is bounded on Boundaries East by Bay of
Bengal and West Godavari district West by Guntur and Nalgonda districts North by
Khammam district and South by Bay of Bengal.
There are 968 villages in 2011 Census of which (34 uninhabited & 934 habited). The
district consists of 50 Mandals in four Revenue Divisions viz., Bandar, Vijayawada,
Gudivada, and Nuzvid. The District is naturally divided into 1.Delta 2.Upland Zones. All the
Mandals existing in Bandar, Gudivada divisions, part of Vijayawada Division (Penamaluru,
Kankipadu, Thotlavallur & part of Vijayawada Rural) and Ungutur, Vuyyuru,
Pamidimukkala and part of Gannavaram and Bapulapadu Mandals of Nuzvid Division
comprise delta and all the remaining Mandals existing in Nuzvid Division and the remaining
Mandals of Vijayawada Division constitute upland. And it has 1 Municipal Corporation
(Vijayawda Municipal Corporation), 5 Municipalities, and 17 Towns (6 Statutory and 11
Census towns). Endowed with a rich variety of soils, the district occupies an important place
in Agriculture, which is the most important occupation, and Paddy is the main food crop
produced.
Places of historical importance in Krishna District are Kanaka Durga Temple, Gandhi
hill, Mogalrajpuram Caves, St. Mary’s Church-Gunadala, Victoria Museum, Kondapalli Fort,
Kuchipudi, Ghantsala, Hamsala Devi, Mopidevi Temple, Vedadri Lakshmi Narasimha
Swami Temple, Prakasham Barrage, Challapalli Fort, and Penuganchiprolu Jatara etc. The
main hill range of the district known as Kondapalli runs between Nandigama and Vijayawada
with a length of about 24 Kms. The other impart hills are Jammalavoidurgam,
Mogalrajapuram and Indrakiladri hills. On the Indrakiladri hills at Vijayawada stands the
famous temple of Kanakadurga.
The chief rivers of the district are the Krishna (length 1,280 kms) Muniyeru
(Muneru), the Tammileru and Budameru. Krishna river debouches in to the Bay of Bengal at
Hamsala Divi and Nachugunta in this district. The district contains small hillstreams viz.,
Jayanthi, Kattaleru, Ippalavagu, Upputeru, Telleru, Ballaleru, Nadimeyeru. Kolleru Lake, one
of India’s most ecologically significant wetlands lies partly within the district .

22
http://www.ap.gov.in/about-ap/districts/krishna/

17 | P a g e
 The district has no worth mentioning forests. However, it contains Reserved Forest
areas in Nandigama, Vijayawada, Tiruvuru, Nuzvid, Gannavaram, Bandar and Divi taluks. A
type of lightwood known as ‘PONUKU’ (Gyrocapus Jacquini) is found on the Kondapalli
hills. The wood is used for the manufacture of the well known Kondpalli toys. The most
noticeable trees are pterocarpus, Terminalia, Anogeissus and Logustroeinai and Casuarina.
The climatic conditions of the district are of extreme kind with hot summers and cold
winters and may be classified as tropical. The period starting from April to June is the hottest.
The average normal rainfall is 1028.1 mm.
The Soils of Krishna District are broadly divided into 3 types such as Black Cotton
(57.6%), Sand clay loams (22.3%) and Red loams (19.4%)
In the district the mineral sources available are Chromite in Kondapalli hills and
adjoining areas; Diamonds in Paritala, Ustepalls, Kondavatikallu, Ramannapet, Suryavaram,
Kothapet, Nemalipuram, Mugaluru, Putrela etc.; Iron Ore in Jaggayyapet area; Lime Stone in
Jaggayyapet area; Mica in Tiruvuru area and Salphur in Kona in Machilipatnam Mandal.
Vijayawada City is the largest commercial centre of this district and also there is an
important railway junction being connected to Delhi, Calcutta,Madras, Hubli, Gudivada and
Machilipatnam. This Railway station at is the 2nd Busiest Junction in India. More than 200
trains pass by/originate/terminate at this railway station. Airport is located at Gannavaram
which is 16 km north east of Vijayawada connecting the city to Hyderabad, Chennai,
Bangalore, Rajahmundry and a minor sea port at Machilipatnam. The Bus complex (PNBS-
Pandit Nehru Bus Station) at Vijayawada is one of the biggest in Asia. Four national
highways pass through the district viz.NH-16 (previously NH-5) Chennai to Kolkata, NH-65
(previously NH-9) Pune to Machilipatnam, NH-30 (previously NH-221) Vijayawada to
Jagdalpur, and NH-216 (previously NH-214) Kathipudi to Ongole.
The Vijayawada Thermal Power Station at Ibrahimpatnam; KCP Sugar Factory at
Vuyyuru and Bharat Electrical Limited in Machilipatnam are the main industries in the
district.
2.3.4 Demographic Features of Krishna District:
In 2011, Krishna had population of 4,517,398 of which male and female were
2,267,375 and 2,250,023 respectively. There was change of 7.87 percent in the population
compared to population as per 2001, making it the 34th in India and 4th in AP. Agriculture is
the main occupation of the people in the district. Telugu is the main language spoken in this
district and Urdu, Hindi, and English are the other languages used in this district.

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  Density of Population: The initial provisional data released by census India 2011,
shows that density of Krishna district for 2011 is 518 people per sq. km (AP: 308 per
sq km; India: 382 per sq km). Krishna district administers 8,727 square kilometers of
areas.
 Literacy Rate: Average literacy rate of Krishna in 2011 were 73.74 (AP: 67.66%;
India: 74.04%). The district is well advanced in field of education. If things are
looked out at gender wise, male and female literacy were 78.30 and 69.18
respectively. Total literate in Krishna District were 3,009,718 of which male and
female were 1,598,959 and 1,410,759 respectively.
 Sex Ratio: With regards to Sex Ratio in Krishna, it stood at 992 per 1000 male (AP:
992 per 1000; India: 940 per 1000). In 2011 census, child sex ratio is 935 girls per
1000 boys.
 Child Population: In census enumeration, data regarding child under 0-6 age were
also collected for all districts including Krishna. There were total 4,35,884 children
under age of 0-6. Of total 435,884 male and female were 225,220 and 210,664
respectively. Child Sex Ratio as per census 2011 was 935

2.3.5 Krishna District Highlights – 2011 Census:

 Krishna district stands 17th position in terms of area with 8,727 Sq. Kms and ranks
4th in terms of population with 45,17,398 persons in the state.
 Krishna district stands 9th in terms of urban area with 363.85 Sq. Kms and ranks 4th
in terms of urban population with 18,43,660 persons in the state while it stands 17th
in terms of rural area with 8,363.15 Sq. Kms and ranks 11th in terms of rural
population with 26,73,738 persons in the state.
 The district retains 13th position in the state in terms of Sex-ratio with 992.
 The district ranks 3rd in terms of Density with 518 persons per Sq. Kms.
 The district ranks 3rd in terms of literacy with 30,09,718 literates as against 25,39,974
in 2001.
Table 2.2: Profiles comparative study

Details 2011-AP 2011-Guntur 2011-Krishna

Actual Population 4,93,86,799 4,887,813 4,517,398

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Male 2,47,42,786 2,440,521 2,267,375

Female 2,46,44,013 2,447,292 2,250,023

Population Growth 10.98 percent 9.47 Percent 7.87 Percent

Area Sq. Km 1,60,200 11,391 8,727

Density/km2 308 429 518

Proportion to Andhra Pradesh ****
Population 5.78 Percent 5.34 Percent

Sex Ratio (Per 1000) 996 1003 992

Child Sex Ratio (0-6 Age) 939 945 935

Average Literacy 67.41 67.4 73.74

Male Literacy 74.8 74.79 78.3

Female Literacy 60 60.09 69.18

Total Child Population (0-6 Age) 52,22,384 459,729 435,884

Literates 50,556,760 2,960,441 3,009,718

Male Literates 28,251,243 1,634,726 1,598,959

Female Literates 22,305,517 1,325,715 1,410,759

Total Mandals 664 57 50

Total Revenue Devisions 42 3 4

Assembly Constitutions 175 17 16

MP Constitutions 25 3 3

Per Capital Income 76,041 78,762 89,398

Total Ration Cards 1,40,89,375 16,48,695 12,94,952

White Ration Cards 1,17,37,371 13,29,965 10,56,683

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 Pink Ration Cards 15,03,373 2,42,065 1,77,497

Anthyodaya and Annapurna Cards 8,48,631 76,665 60,772

GDP (Constant Price) total (in crores) 2,35,930 22,153 26,749

GDP (Constant Price) Agricultur
sector (in crores) 54,599 6,462 7,421
GDP (Constant Price) Industrial
sector (in crores) 50,745 3,523 3,873
GDP (Constant Price) Service sector
(in crores) 1,30,587 12,168 15,454

Source: http://www.guntur.ap.gov.in/Cencus.apo , http://www.krishna.ap.gov.in/Cencus.apo and

http://www.census2011.co.in/census/state/andhra+pradesh.html

2.4 Profile of Management Education

2.4.1Introduction:

Education in India is matter of prime concern for the government of India. The aim of
higher education in India is to provide access, equity, and quality education at affordable cost
to all aspiring citizens with transparency and accountability so as to ensure sustainable
economic development of the nation. It is achieved through creation, transmission and
dissemination of knowledge (AICTE, Approval Process Handbook 2017-18) 23 . Education
system has a tremendous responsibility to transform a child in to a responsible citizen of the
country. Historically, education occupied prominent position in India. In this line there are so
many under graduate, post graduate and diploma courses have been introducing time to time
by Indian institutions and universities to meet the requirements of the state as well as the
industries. Among these courses business education or management education occupies one
of the pioneer courses because of magnitude of management of business. This course is
highly popular among students and has been attracting youngsters towards the course due to
its knowledge-centric curriculum, opportunity to develop entrepreneurship skills, and
attractive & excellent career opportunities. Thus, the Management Education plays a very
vital role in harnessing the Indian Youth and develops future leaders. 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.
23
AICTE, Approval Process Handbook 2017-18. Retrived from http://www.aicte-india.org/ApprovalProcess17-
18.php on 30th June 2017. P.2

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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.

2.4.2 History of Management Education:

In India education in management is one of the most sorts out courses. The institutes,
which impart education in management, are known as "Business Schools". In India
management education is given at three levels, undergraduate, post-graduate and
Executive/Diploma courses. Undergraduate degree courses include BBA (Bachelor of
Business Administration), BBS (Bachelor of Business Studies), BBM (Bachelor of Business
Management) and BMS (Bachelor in Management studies) with an immense set of
specializations viz. Marketing, Finance, HR, Hotel Management, Hospitality Management,
Systems, Logistics & supply Chain Management, and Banking etc. Postgraduate degree
course is known as MBA (Master of Business Administration) apart from this many other
specialized courses are offering in PG level like MHRM (Master of Human Resource
Management), MTTM (Master of Tourism & Travel Management), MIBM (Master of
International Business Management), MBA Hospital Management, PG programme in Public
Policy and management, Masters in Financial Services and PG Programme in Enterprise
Management etc. Apart from the PG level, Diploma or Executive Management courses
(usually one year duration courses) are also offering in different specializations. Management
Education in India has not grown in an evolutionary manner. American experience was
grafted on to an existing educational system and did not emerge from the native educational
and business context and culture. Its development has been random and its objectives,
content, pedagogy and other aspects need re-examination in relation to the needs of India, in
an increasingly globalizing economy. Organizations are becoming more complex & dynamic
and businesses more competitive. The demands on the skills of Indian managers are changing
rapidly. It has become vital to re-examine the entire structure, content, ideology and outline
of Management Education. We can study the evolution of management education in India
into three major phases such as:

a) Ancient era

b) Up to 20th Century

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c) 21st Century

a) Management Education in Ancient era:

Business education has a long history in India; the roots of Indian

business/management education can found in Vedas’, Upanishad and Puranas’. Especially
Lord Sri Krishna thought some of the principals of organizing and about management to his
brother–in–law Mr. Arjuna as Bhagavath Githa at the time of Kurukshetra war. But
unfortunately that knowledge has not exactly transmitted to next generations. In ancient India
the educational system is totally different from present educational system. In those days
education has done in Gurukulas (Guru’s house), Temple colleges, Agraharas and in natural
open air places. The Gurukul system of education is one of the oldest system on earth, in
which students were taught orally and the data would be passed from one generation to the
next (Mahesh Chandra Joshi, 2010)24. Its objective was not merely material growth but its
objective was spiritual growth along with material growth. The guru-shishya tradition is the
transmission of teachings from a guru (teacher) to a 'shishya' (disciple). In this relationship,
subtle and advanced knowledge is conveyed and received through the student's respect,
commitment, devotion and obedience. The student eventually masters the knowledge that the
guru embodies. Guru teaches all subjects in an open air atmosphere or in Gurukulam or in the
Temple colleges.

Later we can trace the management education dating back to the at least 5th century
BCE. Even though business/management education can trace in Puranas and Vedas of India,
according to available literature the Arthashastra is the title of a handbook for running an
empire, written by Kautilya (also known as Chanakya, 350-275 BCE) an Indian statesman
and philosopher, chief advisor and Prime Minister of the Indian Emperor Chandragupta, the
first ruler of the Mauryan Empire. The title Arthashastra is a Sanskrit word which is normally
translated as The Science of Material Gain, although Science of Politics or Science of
Political Economy is other accepted translations for Kautilya’s work. In this book Kautilya
explained some principles to rule the kingdom successfully, we can apply those principles to
business management for instance (Rajyamu) Kingdom as Business organization, (Raju) king
as CEO, (Mantri) Minister as Managing director, (koshadikari) treasurer as Finance Director,

Mahesh Chandra Joshi and Bhoomi K. Anadkat. 2010. “A Comparative Study of Traditional Education
24

& e-Education with Special Reference to India”. Indian Journal of Training & development. Volume.
XXXX. No 3. July-September, 2010.

23 | P a g e
and (sainyadi pathi) Kalnal as supervisor etc. According to Balbir S. Sihag, (2007) 25 Kautilya
explained in his book Arthashastra about “Dandaniti” (administration) and Kautilya codified,
modified and created new laws related to loans, deposits, pledges, mortgages, etc., sale and
purchase of property, inheritance and partition of ancestral property, labour contracts and
partnership etc. This is an evidence to say there is sufficient literature and management
education was developed in ancient India.

b) Management Education Up to 20th Century:

Coming to recent past, early Business-Schools in India were found in 18th century on
the commercial side of business. India’s first Commercial school i.e. Commercial School of
Pacchiappa Charties was set up in 1886 in the southern city of Chennai (Madras) but the aim
was mostly to fulfill British ideologies (http://ksaiyar.com)26. In 1903, British government
initiated Secondary school level commerce classes at the Presidency College in Calcutta with
a focus on Secretarial practice, Business Communication, Short hand, Typing,
Correspondence & Accounting (Prof. Goutam G. Saha, 2015) 27 . The first college level
Business School was founded in 1913 in Mumbai i.e. Sydenham College. After Independence
in India, The Indian Institute of Social Science founded in the year 1948 as India’s first
management program. Later, Xavier Labour Relations Institute (XLRI) was founded in 1949
by Fr. Quinn Enright, S.J. in the Steel City of Jamshedpur. Fr. Enright visualized XLRI to be
a partner in the liberation and development journey of the independent India with a vision of
"renewing the face of the earth". Indian Institute of Social Welfare & Business Management
(IISWBM) was created through a resolution adopted by the Syndicate of the University of
Calcutta on April 25, 1953. IISWBM introduced the first programme on management
education in India this was considered as India’s first official Management Institute. The
Faculty of Management Studies (FMS), University of Delhi made a modest beginning with a
three year part-time Post graduate management program in Business Administration for
senior and middle level executives in 1954 (http://www.fms.edu) 28 . According to Andhra
University website for the first time in the country, the Andhra University started an Honors

25
Balbir S. Sihag. 2007. “ Kautilya on Administration of Justice during the fourth century B.C”. Journal of
History of Economic Thought, Volume 29, Number 3, September 2007.
26 The founder. Retrieved January 18, 2016 from http://ksaiyar.com/the-founder/
27 Prof. Goutam G. Saha. 2015. “Management education in India: Issues & Concerns” Journal of

Information, Knowledge And Research In Business Management And Administration, Volume 2, Issue 1
NOV 11 TO OCT 12, 2015. Pp. 35-40.
28 www.fms.edu. retrieved on July 31, 2016 from http://www.fms.edu/?q=node/10

24 | P a g e
Course MBA (Full-Time) Program in 1957. Encouraged by the results, Government of India
applied for and obtained grant from the Ford foundation in 1961 to launch two IIM’s (Indian
Institutes of Management), one at Calcutta, West Bengal and another at Ahmedabad, Gujarat.
Then there was no looking back. Today (as on Jan 2016) there are 19 IIMs’ located in
different states of India.

The above list is about the earliest instituted B-Schools established in India in the
order of their year of establishment. It is observe that although the highly prestigious IIMs are
assumed to be the best and also the oldest institutes offering an MBA program, they were not
the first to offer MBA programs. After scanning the list, it may apparently be perceived that
IISWBM was the first college to confer an MBA degree.

After 1990 the Management education shape has changed in India. Management
education was liberalized by the Indian government in 1990s after which they became
immensely popular. At the same time from this period apart from the traditional
specializations (Finance, HR, Marketing and Systems) different courses and specialization
came into force to meet the requirements of the industry such as International Business,
International Financial Management, International Marketing management, Global HRM,
Operations Management, Information Technology Management, Logistics & Supply chain
management, Rural Marketing Management, Agricultural Business Management, Health care
Management, Infrastructure & Real estate Management, Retail Management, Textile
management, Travelling & Tourism management, Risk Management, Brand Management,
Knowledge Management, Industrial Management, Hospitality Management, and Hotel
Management etc. All these specialization courses make the students too specialized in their
chosen field. Many institutes and colleges were incepted with management and technical
education as their forte. The boom occurred because of the prestigious IIMs ( Indian Institute
of Management), FMS (Faculty of Management Studies) , IIFT (Indian Institute of Foreign
Trade), B-Schools and other famous colleges which not only garnered global recruiters but
many fortune 500 companies started recruiting from these colleges via campus placements
directly.

c) Management Education in the 21st Century:

The shape of education has changed totally in the last two decades from traditional
education to e-education. In the ancient India students goes to teacher for learning but today
in the highly technological world teacher comes to students cell phone for teaching on the

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name of mobile teaching. So now education is at student’s pocket. In the 21st Century
management education institutions approach towards education has totally altered.
Management institutions’ studying the needs, wants & desires of students and designing the
appropriate programs and services to meet those needs. Today, many institutions seeing
education in business orientation and sense that students are their customers so, management
education is changing from teacher centric to student centric. Because of cut throat
competition among management educational institutions they are concentrating on marketing
of their institution. Marketing of education has been well recognized as a global
phenomenon. The modern day system of higher education is marketed with many new
features and ideas. The main features of education in the new-age are: an open and flexible
system, direct and easy access to every learner, a broad based and futuristic visionary stream
of learning, edutainment and infotainment and centered learning i.e. more emphasis on
insight and knowledge than mere information collection, new knowledge with a personal
touch and need and utility oriented learning. Management education being an integral part of
higher education is also on the verge of transformation. The present educational system, no
doubt, is a great advancement in many of the ancient areas. However, there is a feeling that, it
is based on an insufficient knowledge of human psychology and human personality. The first
step to overcome the deficits in the Indian education system is to know whether its customer
is satisfied and if not how cans this be attained? To satisfy the customers there are many
developments recently emerged in management education worldwide such as distance
education, online education, e-education, mobile education, balanced learning, blended
learning, open learning, flexible learning, virtual learning, hybrid learning, digital learning,
offline digital learning and outdoor education etc.

2.4.3 Statistics of Management education in India:

A lengthy period of economic stagnation has hit MBA graduates and business schools
hard. Between 2006 and 2015, nearly more than one lakh MBA seats were increased in India,
according to the All India Council for Technical Education (AICTE) Review Committee,
2015.

Table 2.3: Growth of Management Institutions and Intake in India

Year 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
No. of
2614 2915 3120 3290 3469 3541 3471 3364 3218
Institutions

26 | P a g e
 Intake 2,47,201 2,75,666 2,95,052 3,11,129 3,28,057 3,34,865 3,49,369 3,64,756 3,66,429

Source: Report of AICTE Review Committee, 201529

From the above table it can observe that from the year 2006-07 to 2011-12 there is
continuous increase in number of management institutions in India and from the year 2012-
13 to 2014-15 the trend get reversed and whereas the number of seats intake of management
education are showing an unbeaten increasing trend from 2006-07 to 2014-15. Here the
notable point is even though intake showing increasing trend the percentage of increase is in
decreasing direction. Especially in the recent past i.e. in the year 2014-15 only 1673 seats
were increased when compared to the year 2013-14. From this, it is clear that management
institutes and intake has touch boom stage in India.

2.4.4 Present status of MBA program in AP:

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 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
in AP.

Today, so called the great course’ MBA’ is losing its grace especially in AP. In the
last five years approximately on an average thirty thousand MBA seats (Both convener and
management quota together) were lying vacant every year. The down fall of MBA seats fill
up can identify from 2009 onwards. In the year 2009, government has issued orders for a
special counseling to fill vacant seats in minority engineering, pharmacy, MBA and MCA
colleges is the evidence to say this trend. Moreover, the APSCHE spent huge money to fill
these seats for which they were not many takers. Meanwhile, the rural engineering colleges
said the vacant management quota seats of their colleges be included in the special
counseling. Mr. K. Krishna Reddy, president of A.P. Rural Engineering College

29
Rreport of the AICTE Review Committee, 2015. Technical Education in India-A Futuristic Scenario.
Ministry of Human Resource Development, Government of India, APRIL 2015.

27 | P a g e
Managements Association (2009) said their vacant seats should be included in the special
counseling as they had made the request long ago (The Hindu sep 24, 2009)30.

In the year 2011, at the end of second phase counseling 77 MBA colleges got below
10 percent admissions. So, the colleges have sought permission from the government to
transfer their students to other nearby colleges as they con not run classes with such low
intake and they have no more option than this (IBN Live, 2011) 31. According to Andhra
Pradesh State Council of Higher Education, only 444 MBA colleges out of 940 got more than
90 percent admissions. In this year 21,301 MBA seats are vacant.

AICTE has approved fourteen MBA Colleges for closure as their colleges have
chosen by only few students (Elets News Network, 2012). 32In the year 2012, out of 62,860
MBA seats 23,141 under the convener quota remained vacant after the first phase of
counseling.

“Top officials of Higher Education Council have been a bit worried over steep fall in
admissions through ICET 2013 Counseling. As per the official statistics, it is expected more
than 60 percent of MBA and MCA seats may remain vacant this year as well. As many as
166 engineering colleges that have been offering the MBA courses for the last few years have
withdrawn the course in 2013” (BH Ramakishna, 2013) 33 . In the year 2013, 1,28,889
candidates have taken the ICET held on May 17, 2013 and out of them, nearly a lakh
qualified. This means, there are more seats and less qualifiers.

In 2014 ICET counseling, 1,19,779 candidates qualified in the Integrated Common

Entrance Test (ICET) held for entry into MBA and MCA colleges in both the States. In AP
61,326 students qualified while the remaining 58,483 qualified from the Telangana State.
Officials said that 33,611 seats were available in 411 MBA colleges in AP while 39,996 seats
are available in 436 MBA colleges in the Telangana states. Telangana suffered with more

30
The Hindu. Hyderabad, September 24, 2009. Vacant MBA, MCA seats may not be filled. Retrieved
January 16, 2016, from http://www.thehindu.com/todays-paper/tp-national/tp-andhrapradesh/vacant-mba-
mca-seats-may-not-be-filled/article190370.ece
31 IBN Live. November 03, 2011. 439 MBA, MCA colleges on verge of closure. Retrieved January 17,

2016, from http://www.ibnlive.com/news/india/439-mba-mca-colleges-on-verge-of-closure-415243.html

32 Elets News Network. 2012. 40 MCA, MBA Colleges Shut Down in AP After AICTE Approval.

Retrieved January 16, 2016, from http://digitallearning.eletsonline.com/2012/05/40-mca-mba-colleges-

shut-down-in-ap-after-aicte-approval/
33 BH Ramakishna. Sep 11, 2013. 60% seats in MBA, MCA may lie vacant. Retrieved January 19, 2016

from http://www.thehansindia.com/posts/index/2013-09-11/60-seats-in-MBA-MCA-may-lie-vacant-71436

28 | P a g e
vacant seats of 14,358 were in MBA compared to 7,587 vacant seats in MBA colleges of AP
(The Hindu, Sep 27, 2014)34. One more example to say about downfall of MBA course is
only 26,078 candidates attended certificate verification in Andhra Pradesh out of the 43,522
candidates from the region among the top 75,000 rankers in ICET 2014 counseling (The
Hindu, August 14, 2014)35.

In the first APICET after division of the state 72,195 students were appeared for the
test, among them 63,768 students were (88.33 percent) qualified. A total of 15,850 seats are
available for MCA course in 221 colleges and similarly 40,360 seats are available for MBA
course in 407 colleges (Business Standard, 2015)36. Apart from the previous years the trend
of MBA seats fill up in the year 2015 was somewhat different, because of state bifurcation
local students shown interest to join in Andhra only to get benefit of fees reimbursement. At
the same time some colleges applied to AICTE for closure as their colleges have chosen by
only few students and some other colleges merge with popular colleges around their nearest
places. So the number of MBA offered colleges in divided Andhra Pradesh limited to only
407 and number of convener quota seats to MBA course are 40,360 only.

In APICET-2016 of the total 72,066 candidates registered for the test, 64,485 attended
the exam among them 54,498 (87.61%) students were passed. There are 10,750 seats
available in 159 MCA colleges and 45,697 seats in 384 MBA colleges for the academic year
2016-17 in the state of AP (The New Indian Express, 2016 and Eenadu news paper, 2016).
Here the notable point is the number of seats is less than number of students.

The below table shows the No. of MBA offered colleges and Intake in the state of
Andhra Pradesh since 1997.

Table 2.4: No. of MBA offered colleges and Intake in the state of AP since 1997.

year 1997 1998 1999 2000 2001 2002- 2005 2006 2007

34
The Hindu. Hyderabad, September 27, 2014. Nearly 35 p.c. MBA, MCA seats go vacant. Retrieved
January 16, 2016, from http://www.thehindu.com/todays-paper/tp-national/tp-andhrapradesh/nearly-35-pc-
mba-mca-seats-go-vacant/article6451705.ece
35 The Hindu. Hyderabad, August 14, 2014. Common web counselling for AP and TS. Retrieved January

16, 2016, from http://www.thehindu.com/news/national/telangana/common-web-counselling-for-ap-and-

ts/article6313863.ece
36 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

29 | P a g e
 2004
No. of Data Not
57 81 92 109 110 222 215 220
colleges available
No. of Data Not
2145 3000 3825 4660 4680 9413 13,820 14,030
Seats available
year 2008 2009 2010 2011 2012 2013 2014 2015* 2016*37
No. of
214 498 336 940 943 852 847 407* 384*
colleges
No. of
20,638 59,676 62,041 95,861 96,895 91,436 73,607 40,360* 45,697*
Seats
Note: *This data is belongs to divided state of Andhra Pradesh
Source: AICTE Annual reports, AP -ICET Hand Books, State-wise Analysis of Accreditation Reports by
NAAC 2007– Andhra Pradesh & online news papers

From the above table it is clear that from the year 1997 to 2012 continuous increase in
intake but from the year 2013 the trend is reverse. The years 2009 and 2011 are remarkable,
because in these years the number of colleges and intake both are doubled compare to the
previous years. By go through above literature it is clear that the number of colleges and
intakes are increasing year by year at the same time the number of vacant seats are also
simultaneously increasing. Where as in the case of management quota seats it is bit more
worst in many colleges. There are many reasons for this among them excess supply, liberal
entrance test and liberal college rules are some of the notable points.

2.4.5. Major Issues & Concerns of Management Education in AP:

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) 38 . Today

37
The new Indian Express, May 17, 2016. 64,485 students appear for ICET-2016; Results to be declared
May 27. Retrieved June 02, 2016, from http://www.newindianexpress.com/states/andhra_pradesh/64485-
students-appear-for-ICET-2016-Results-to-be-declared-May-27/2016/05/17/article3436912.ece
38 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

30 | P a g e
managers are in great demand in every sector of economy (Shubhendu S. Shukla, 2013)39.
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) 40 . For the number sake there are 384 management
education offered colleges with 45,697 intakes are available in AP (www.apict.nic.in) for the
academic year 2015-16. 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. The below
are the major issues about management education in AP:

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

39
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.
40 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.

31 | P a g e
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) 41. 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. 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,
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

41
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.

32 | P a g e
2.) Students show interest to join – Doesn’t carry the same interest:

Postgraduate education in management 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 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, they 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.

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 407 MBA offered institutions are there 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

33 | P a g e
infrastructure facilities like good no of volumes in the library, laboratories, seminar hall, etc.,
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.

There is a proliferation of low quality MBA program this triggered a second wave of
introspection of management education in AP. A central cause of poor 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

34 | P a g e
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. Finally the attitude of students 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 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 or marks 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. Main project done by visiting the company daily just like employees to know
in and out the organization. In project work period students required 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 in AP. Students are not
showing interest to do project in metropolitan cities which are far away from their staying so

35 | P a g e
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 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. 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)42. 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. 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.

42
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.

36 | P a g e
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". 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.

Many students are ready to use technology for learning but teachers are not able to
cope up with this. Students are showing interest 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 and infrastructure 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 in

AP; 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

37 | P a g e
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. And one more reason behind highest supply of faculty is in the
recent past some of the MBA colleges in AP were closed and some are merged with other
colleges; this resulted in excess 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 graded colleges 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.

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.
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/SLET 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

38 | P a g e
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. 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.

Therefore, in AP qualified and quality management education teachers are not

sufficiently available and some qualified, experienced and quality teachers in AP moving
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:

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

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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. 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 Metric 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

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Metric studies like Intermediate, ITI, Polytechnic, Professional courses, Graduate and Post
Graduate course, Ph. D and much more. Two components of post metric 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,
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)43. 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

43
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.

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UGC (University Grants Commission), AICTE (All India Council for Technical Education),
Universities, Department of Higher Education Government of India at national level and
APSCHE, AFRC, Universities’ Fact Finding Committee etc. at state level 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 per the 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
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
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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.

2.4.6 Conclusion:

To bring to a close, we can say that 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.

Weblography:
http://www.aponline.gov.in/
https://en.wikipedia.org
http://www.newkerala.com
http://www.webindia123.com
http://www.mapsofindia.com
http://www.census2011.co.in
http://guntur.nic.in
http://krishna.nic.in
http://www.krishna.ap.gov.in/
http://www.ap.gov.in/about-ap/districts/krishna/
http://www.ap.gov.in/about-ap/districts/guntur/

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