BUSINESS EDUCATION (UNDER GRADUATE LEVEL) IN BANGALORE

CITY – SOME OBSERVATIONS AND PRESCRIPTIONS

“The destiny of India is being shaped in our class rooms”

India is one of the world’s fastest growing economies today. Its dominance in the
services sector has been acknowledged world over. Education is a unique feature that
plays the most dominant role in the life and evolution of mankind. The main aim of
education is to preserve, transfer and enrich culture. The entire culture including values,
norms, ideals, beliefs, customs, skill techniques etc is transmitted through education from
one generation to another. The education sector, specifically the commerce and
management education have an important role to play in achieving this pre-eminent
position.
A man who is fully educated is the real human resource and is considered as an
important valuable and tangible asset to a country. The economic development of a
country depends fully upon such real assets. Hence, education-primary, middle
secondary, higher secondary and college-plays a vital role in shaping, sharpening and
refining the personality of the individual.

Education has been given a place of special importance because it provides ideas
and human resources to give shape to the future. Higher education provides a proper
solution to each activity of human beings trade, commerce, industry, social, spiritual,
cultural, political, agriculture, administration, services and the quality of overall
environment.
Since independence the Indian higher education has been augmenting rapidly and
has emerged as the second largest in the world. Further it has diversified into a different
dimensions viz., vocational education, distance education, community education and
more importantly, on line education.
Business education is comparatively of a recent origin and is one of the young
members of the fraternity of Indian higher education. An increasing demand for
diversified and higher talents for managing the business enterprises in India, gave birth to
Syndenham Commerce School in Madras during 1886 followed by College of Commerce
and Economics in 1913 in Bombay, as the first commerce higher education institution.
Gradually the commerce and management education were spread both at school and
college level all over the country.
Business Education is the backbone of the business field. The success in the
business depends upon the quality of manpower etc. utilized. Business Education should
keep pace with changing trends.
Commerce and Management Education have a crucial role in our society including
various political parties, religious organizations; where expertise in commercial
knowledge is required. The business degrees are intended for acquiring a conceptual
knowledge and managerial skills in the wide spectrum, of business and Industry. Today’s
highly developed industrial, commercial and business world requires highly qualified and
cute commerce and management graduates. Hence it is inescapable to shape and mould
the commerce and management students to suit the global changes.

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Here an attempt is made to study service quality of Business Education in Bangalore
City. This paper is attempted on the basis of the following objectives :

a. To provide the present position of Higher Education and Commerce Education in India.
b. To provide some observations on Business Education in Bangalore City.
c. To analyse the defects of business education and to provide prescriptions to alleviate
the defects of the existing system.

2. THE PRESENT STATUS OF INDIAN HIGHER EDUCATION AND

COMMERCE EDUCATION

The growth of higher education in India, in the last five decades presents a very
impressive picture. There has been commendable quantitative expansion in terms of
students’ enrolment, teachers, colleges, universities and increase in financial allocation.
The number of university level institutions has increased from 18 in 1947 to 308
including 17 central universities in the year 2004. There are 12,432 colleges including
1525 women’s colleges, 80 lakh students and 3.95 lakh teachers in 2003. Such a rapid
expansion is unprecedented in the world and due to such commendable quantitative
expansion in terms of institutions, enrolment and teachers, Indian higher education
system is rated as the second largest after the USA in the world. Yet, its coverage is very
low i.e. 7% of the population between the age group 17-23 while those attained by
developing countries like Indonesia (11%), Brazil ( 12%) and Thailand ( 19%).
The quantitative expansion of education led to deterioration in quality of
education. “ President A.B.J. Abdul Kalam, says that the higher education in India is
churning out 3 million graduates every year”. The expenditure on education has gone up
from 0.64% in 1951-56 to 4.11% of GDP in 2002-07. In spite of quantitative expansion
in higher education institutions there is qualitative failure in the sense that very less
efforts are being made to eradicate illiteracy from the Indian scenario.
Countries like China, Singapore, Taiwan and South Korea are investing in large
and differentiated higher education systems. They are providing access to large number
of students at the bottom of the academic system. While at the same time building
research – based universities that are able to compete with the worlds best institutions.
The recent London Times Higher Education Supplement ranking of the world top 200
universities included three in China, three in Hong Kong, three in South Korea, one in
Taiwan and only one in India – Indian Institute of Technology (IIT).
At present the world class institutions are mainly limited to the Indian Institute of
Technology, The Indian Institute of Management and a few others like, All India Institute
of Medical Sciences and the Tata Institute of Fundamental Research. These Institutions
combined enroll under 1% of the student population.
India needs enough universities that not only produce graduates but can also
support sophisticated research in a number of scientific and scholarly field and produce
at least some of the knowledge and technology needed for an expanding economy.
Demand has been continuously in the increasing trend and these courses
are very popular like professional courses like Medicine, Engineering and MBA. Every
year, almost all colleges receive ten times more applications than that of the availability
of allotted seats for these courses. The same trend is prevalent throughout the country.
There has been a manifold increase in the number of B.Com students from 37000 in
1950-51 to 3676820 in 2004-2005. The share of commerce in the total enrolment has

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 increased from 17.1% in 1975-76 to 42% in 2004-2005 whereas all other faculties
have exhibited either a marginal decline or status quo. The-number of girls studying
commerce is growing at B. Com level both in absolute terms and ratios of females to total
enrolment. Of the total enrolment in commerce, only about 8% students are going for
M.Com / higher education and 92% stop with graduation.

Though the demand is subject to law of returns, the present commerce education
and curriculum fail to serve the purpose of the study in the present global scenario. The
graduate and post graduate commerce students are mostly either unemployed or under
employed. The recent data claim that 11 lakhs graduate and post graduate Commerce
students have registered their names with the employment exchanges of India. Among
them 6.5 lakhs are men and 4.5 lakhs are women students, consistituting 3.8 percent of
the number of educated job seekers. There are so many reasons for this pathetic situation.
But, one of the main reasons is unsuitability of present commerce curriculum for the
requirements of industries in India.

3. COMMERCE AND MANAGEMENT EDUCATION IN BANGALORE

CITY – SOME OBSERVATIONS

Based on the objectives, a well formulated questionnaire is constructed.

Questionnaire is used to collect data from 30 respondents being chosen at convenience.
The chosen respondents are lecturers of different colleges ( one teacher from each
college ) in Bangalore City. The collected data are presented as follows.
3.1 Year of establishment
Year of establishment is important in deciding its service to society. It is
interesting to observe that the year of establishments these colleges falls on different
periods. It ranges from 1948 to 2003. This means, its experience in service to the society
ranges from 3 years to 58 years.
3.2 Total strength of commerce and management stream
The growth of any institution is measured by the total strength of its students. It
is interesting to note that 40% of the respondent’s colleges have more than 750 commerce
and management students and 30% of the colleges have between 600 and 750 students.
3.3 The percentage of commerce and management students out of total strength
Table 1 provides the percentage of commerce and management students out of
total strength in respondent’s college department.
Table 1
Percentage of commerce and management students out of total strength
Percentage
Less than 20% -
20% - 40% 40
40% - 60% 50
More than 60% 10
Source : Primary data

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3.4The student ( commerce and management) - teacher ratio
The another indicator of the growth of any institution is qualitative and
quantitative growth of teachers.
Table 2
The student – teacher ratio

Ratio Percentage
1: 100 – 1: 85 40
1 : 60 – 1 : 85 30
1 : 40 – 1 : 60 20
Less than 1 : 40 10
Source : Primary Data

3.5 Nature of commerce and management course

The central and state government aid is indispensable to expand the institution’s
infrastructure. Regarding commerce, 55% of the respondent’s colleges commerce course
are aided while 45% of the colleges are unaided. Most of the respondent’s colleges have
unaided management course.

3.6 Conducting Seminars and Encouragement to attend seminars

It is fortunate to note that 80% of respondents has viewed that seminars are
conducted in their colleges regularly. The nature of the seminar is presented in Table 3.
Table 3
Nature of seminars
Nature Percentage

University level 40
State level 25
National level 15
International level -
Source : Primary Data

It is unfortunate to note that no college has conducted international seminar. It is

important to note that 75% of the respondents said that they are encouraged by
management to attend the seminars conducted by other institutions.
3.7 Facilities in Library and Department Library
The infrastructure of any institution provides good ambiance for gaining
knowledge and updates the day to day development. It is interesting to note that 45%
respondent’s colleges keep internet provision in the library. In addition to main library,
colleges allow department to keep department library also. This provides quick access to
students and staff. Only 40% of the respondent’s colleges has separate department
library.
3.8 Internet connectivity
Internet connectivity is also vital for connecting the globe especially for gaining
educational information. It is noted that 85% of the respondents have viewed that internet
connectivity is provided in their colleges.
3.9 Teleconference facility
Teleconference is a development of communication technology. At present it
becomes normal and it is also noted that it is useful for students and staff members to
interact with foreign students or faculty members. It is unfortunate to note that 70% of the
respondent’s college departments do not have such facilities.

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3.10 Institutional tie up
It is found that only 40% respondent’s college departments have institutional tie
up.
3.11 Campus Interview
Campus interview is another measure to assess the credibility of the institutions
and departments. It is fortunate to note that 100% respondent’s college departments have
experienced with campus interview. The following table explains the percentage of
students obtained job through campus interview in every year in respondent’s college
department.
Table 4
Percentage of students obtained job in campus interview
Percentage
Less than 20% 10
20% - 40% 30
40% - 60% 30
60% - 80% 20
80% - 100% 10
Source : Primary Data

3.12 Modern teaching methods and aids adopted by the Department

The modern teaching methods and aids implemented by commerce and
management department are case study, workshop, seminar presentations, assignment,
role playing, project works and group discussion and OHP, LCD and chalk and board.
3.13 The linkage between industry requirements and current commerce and
management curriculum
To the question whether the current commerce and management curriculum in our
university accomplishes industry requirements, 90% of the respondent’s college
department viewed that the present curriculum fulfills the industry requirements.
3.14 Student and Staff exchange program
It is possible in near future for exchanging students between institutions. Only
30% of respondent’s college departments have student exchange program. In some
situations, staff members may be exchanged for enrichment of knowledge between
institutions. Again, it is found that only 25% of them have exchange program.
3.15 Introduction of Choice Based Credit System (CBCS) in Bangalore University
The CBCS provides ample opportunities to students to choose their specialization
and to enrich knowledge in various discipline. Most of the (85%) respondent’s college
departments have viewed that it is not necessary to introduce CBCS in Bangalore
University.
3.16 Research Based Qualification of Staff
The following table presents research based qualification of faculty in
respondent’s college department.

Table 5
Research based qualification of Staff
M.Phil. P.hd. Registered for P.hd.
Numbers Percentage Numbers Percentage Numbers Percentage
Less than 5 50 None 40 None 70
registered
5- 10 50 Less than 2 50 Less than 2 20
2–5 5 2–4 10
5 – 10 5
Source : Primary Data
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3.17 The major challenges of the Department
Table 6 shows the major challenges of respondent’s college department in the
university.
Table 6
Major challenges of the department
Number Percentage
The current semester pattern 21 70
Frequent staff turnover 15 50
The inflexible syllabus 12 40
Poor quality students 9 30
Lack of management support 9 30
Lack of infrastructure 6 20
facilities
NAAC Accreditation 3 10
Source : Primary Data
From the above it is clear that the major challenges faced by respondent’s college
department are the current semester pattern, frequent staff turnover and the inflexible
syllabus. Besides the above challenges, the high teacher-student ratio and large number of
students in the class are other challenges faced by the respondent’s college departments.
Moreover, 60% of them have notified these problems existing in their department.
3.18 The response of the Management towards these challenges
Table 7 provides the management attitude towards the challenges notified by the
Department
Table 7
Attitude of Management
Percentage
Highly concerned 33
Concerned 67
Highly unconcerned -
Not at all bothered -
Source : Primary Data

4. ISSUES

Indiscriminate expansion of business education has resulted in the decline of

quality. Based on the above findings, it could be emerged the following issues.
1. The syllabi of commerce and management are not prepared in relation to the
syllabi prescribed for competitive examinations of various recruitment bodies, in most of
the universities of India. Hence the students find it very much difficult to appear for the
competitive examinations with courage, confidence and determination.
2. Commerce and Management graduates are not eligible for teacher training
courses like B.Ed., and M.Ed., in many states. Therefore they are deprived of the
opportunity of enriching themselves with capacity and capability to shine in the field of
teaching.
3. Business education has not been introduced at school level in most of the states.
Therefore students studying in high schools are not in a position to acquire the basic
knowledge of the commercial Industrial and business environments.

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 4. There is no reservation for commerce and management graduates either in –
employment or in admission to professional courses like C.A., ICWA, ACS, MBA etc.
Therefore most of the students who are poor and unfortunate are not in a position to
undergo the above courses and enlighten themselves with an advanced and specialized
knowledge of commerce, industries and business.
5. The students of commerce and management are not properly equipped and
motivated to acquire the entrepreneurial skills which will be very much helpful for the
industrial development and economic prosperity of the nation.
6. Personality development programmes have not been included in the course
structure of the business studies. As a result students coming out of the colleges and
universities are not possessing a proper bent of mind to face the challenges of the
problem of unemployment and family feuds.
7. Business ethics and moral values are not taught to the students in most of the
universities at present. As a consequence they are not able to withstand the vagaries and
uncertainties of the business world and sustain themselves for survival in the long period.
8.In most of the institutions of commerce and management teaching, the lecture
method only is followed for imparting education to the students. Other methods of
teaching such as seminars, workshops, group discussions, field research, quiz
programmes, Industrial visits etc. are not supplemented appropriately in the system of
course delivery.
9.Research programme and project works which will strengthen the decision
making, analytical and report writing skills of the students are not given due
consideration under present setup in most of the universities.
10. Lack of uniformity among the educational bodies like University, Boards, etc.,
(Example: Each university has its own curriculum say Madras University, Bharadiar
University, M.K. University, Mysore, Bangalore University, etc., State Board CBSE,
ISCE, etc.,) , indiscriminate admissions, late admissions over strength, apathy of the
Government with regard to some courses, (Unpopular courses are allowed to die on its
own), dearth of dedicated teachers and the absence of practical approach for the subjects
and so on.

11. In India, except Tamilnadu, U.P, M.P, Gujarat states, the other states have
accepted the implementation of Value Added Tax system. But till date, it had its
implications are not included in our commerce and management curriculum. If it is
incorporated in the curriculum, it will enable the commerce and management students to
get self employed such as Tax Consultants at large. As on date, it is ironical that the
students have only limited knowledge about the Value Added Tax.

12. The board of studies is a statutory body clothed with powers to develop the
curriculum, frame syllabus and prescribe books to maintain standards. Unfortunately,
they have miserably failed to frame the suitable syllabus to compete with other graduates.
The university authorities have also failed to restrict the publications of substandard local
books and guides. The local books and guides have spoiled the enthusiasm of the students
to learn and these books made available only to cheat students or exam goers.

13. At present, the lack of practical to subjects, existence of outdated and

impracticable syllabus have turned the students not suitable for present global
environment. Absence of specializations like other professional courses, hesitation to
introduce the compulsory computer subjects like e-commerce and accounting packages,

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have caused a great danger to these courses without practical oriented. The students are
deprived of in plant training, field work, industrial visits and motivation from the
industrialists, executives and experts in different fields working in public and private
sectors.
14. More over, the teachers are also reluctant to face the current changing scenario
in business education. The students are not aware of the availability of higher studies
opportunities in commerce and management. Further, current question pattern followed
in southern universities consists mostly of direct questions and give least importance to
practical questions. But in India courses like MBA offered by the IIM’s, IGNOU, and
Institute of Chartered Accountants the questions are mostly practical and give least scope
for direct questions and answers. It raises the analytical ability of the students. It
improves their practical skills, confidence to face challenges. But commerce students
in the traditional colleges and universities fail to attend scarcely found indirect questions.
It reveals the evils of current question pattern and also the inherent defects in the present
valuation system adopted in almost all universities and colleges in India.

Issues listed above emphasize the necessity for improvement in business

education in terms of course content, course conduct and course delivery. Only if proper
steps are taken to remove the defects found in the system, it will serve the needs and
requirements of the business world to the expected level.

5. PRESCRIPTIONS TO ALLEVIATE THE DEFECTS OF THE EXISTING

SYSTEM.
(1) As mentioned by the Kothari Commission, the purpose of education should be
to bring education in close contact with productivity, develop strong vocational base and
relate education with the needs and aspirations of the people. For business education to
be effective and purposeful, more emphasis should be laid on the development of both
cognitive and skill components in the students. Moreover greater thrust on
entrepreneurial development in small business and ethical values is required on a large
alert present.
(2) Business education should impart some values and ethics by emphasizing on
the development of personnel qualities like character, good manners, politeness, tolerance
etc. which represent excellent human personalities ensuring stability and credibility to the
business enterprises.
(3) Business education should be based on well defined, up-to-date and need
based course curriculums fulfilling the present day requirements of the trading and
industrial establishments.
(4) The curriculum design for B.Com/BBM stage should be flexible to provide
horizontal and vertical mobility to the students who want to diversify and expand their
knowledge, skills and aptitude.
(5) At the post graduate level, accounting, taxation, marketing, auditing, banking,
personal management, industrial relations, public relations, business economics and
business administration may be introduced with more professional orientation. It will
prepare the students for obtaining jobs and undertaking self employment ventures.
(6) Some courses should be designed to meet the requirements of specific
professional areas such as advertising, marketing communication, marketing research,
salesmanship, security analysis, financial forecasting, portfolio management, financial
planning, financial control etc

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 (7) Board of studies comprising academicians, industrialists and policy makers for
curriculum development should be .constituted and focus on problem solving, placement,
summer training, practical orientation, seminars, workshops etc. should be given due
priority.
(8) Course on e-commerce which embraces a wide range of disciplines such as
electronic banking, electronic trading, electronic cataloguing, video conferencing,
multimedia applications, electronic data inter change etc should be introduced.
(9) Interaction and tie-ups with global business schools for faculty exchange,
student exchange, use of course materials could prove beneficial to the institutions as
well as the industrial establishments.
(10) The course contents should be updated in the backdrop of the sweeping
macro economic changes taking place at the global level.
(11) Courses 'On strategic planning, system analysis and design, global money
markets, management models, group dynamics, international policy study etc. should be
offered so as to equip the students with the modem techniques of management.
(12) Teaching should be undertaken by well qualified, experienced and motivated
teaching faculty with positive and supportive attitudes.
(13) Faculty members should be continuously updated with fresh insights into the
subjects they have been teaching. They should be encouraged to take up consultancy
assignments which will enhance their sensibility to the latest happenings in the business
world.
(14) There should be a blend of project and case study method of imparting
business education supplemented with class-room lectures, industry visits, field research,
discussions, quiz programmes, role playing techniques, interaction with executives etc.
in the teaching modules.
(15) Balanced approach of theoretical learning and practical exposure may be
adopted by associating the students in various research projects in the real life situations
of industry and thereby sharpening their decision making capacity and problem solving
capabilities.
(16). Just like NAAC, each institution should go for ISO and other type of
international certificate for its quality.
(17) Infrastructure of the educational institutions should be increased. The
library and other infrastructural facilities needed for teaching and -research should be
improved by networking with reputed schools of commerce and management and
business establishments with philanthropic bent of mind.
(18) The syllabi of commerce and management should be updated and revised
very often so as to enable the students to appear for the competitive examinations with
ease and facility and to gain success with flying colours.
(19) It is found that there is dearth of qualified commerce and management
teachers in the city. The commerce and management graduates should be permitted to
study the B.Ed., and M. Ed courses without any barrier or restriction. This will enable
them to develop the teaching skills and facilitate them to shape and nurture the younger
generation with commercial skills and business aptitudes.
(20) At least 25% of the seats should be reserved for the commerce and
management graduates in certain professional courses like CA, ICWA, and ACS and
MBA. They should not be forced to face the hardship of any entrance examinations to
get themselves enrolled in the above courses.
(22) Commerce and management teachers who have not undergone any -course in
teaching methodology or education technology should be provided an opportunity to
undergo such a training through refresher and orientation courses on a regular basis and it
should be compulsory for them for ensuring benefits to the student -community.

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 (23) The students should be given the chance of acquiring training in industrial,
commercial and business enterprises for a minimum period of three months during their
study period. More emphasis must be given on industry-institution interface. It will help
them to improve their skills in various facets of business administration and it helps the
institution for cent percent placement.
(24) The jobs of curriculum development should be entrusted to the senior most
and experienced people in the teaching profession and business environment. Favoritism
and nepotism should not play any role in the appointment of experts to the curriculum
development board.
(25) In the three-year commerce courses, be it Corporate Secretary ship or
Business Administration, the first year should essentially concentrate on the
fundamentals and the second year should be more application oriented, this could be by
way of presenting a problem before the participants in Groups, and triggering their
creativity and watching how they approach the problem. This will enhance their
communication skills, leadership qualities and will provide an overall personality
development. The third year should concentrate on project work.

(26) The two-year masters degree viz.: post graduate Degree, should focus on the
advanced level of the subjects as required nationally and internationally. This exposure
should facilitate the students to proceed further to do research on the subject of his
choice.

(27) The need of the hour should be studied rather than concentrating on traditional
courses. Insurance business is on the card, arbitration laws, international laws, E-
governance, Global accounting standards and practices, corporate restructuring, how to
read a balance sheet. Corporate governance, are few more areas where one year
certificate or diploma courses could be designed both for the students and the company
executives.

(28) There should be compulsory programme for the faculties to get themselves
acquainted with the latest developments and changes and applications. There should be
continuous exchange of programmes between institutions to share the knowledge and
expertise.
(29) The students should be exposed to basic computer knowledge and it should form
part of the curriculum basic packages like TALLY and SPSS 9.05 production facility.

(30)More opportunities should be provided for the students to exhibit their skills, by
organizing frequent one-day students’ programs, competitions, quiz both within the
college and inter college events. There should be a quarterly journal which can be called
as a newsletter, wherein the students would be encouraged to make their presentations in
the form of articles, write ups etc.,

(31) Executives of various companies could be invited to deliver lectures at frequent

intervals, to share their practical knowledge and exposure. Ultimately the success lies in
putting the theories so learnt into practice.

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6. CONCLUSION

The existing business curriculum doesn't help the students to acquire concrete
knowledge in the root areas of business and fetch Information Technology related job
opportunities in the modem Information Technology based business enterprises. Hence,
the commerce and management teachers should take some concrete steps to strengthen
the root areas (Accounting, Finance, Insurance, Banking, marketing, International
Business, Foreign trade etc.,) and attempts have also been made to include Information
Technology based curriculum in the U.G and P.G level commerce and management
degree courses.
Business education should adopt a flexible course structure and must update
itself as per the needs of the society. It should improve itself to be more professional
oriented' and add technical efficiency in the students. The Governments and private
managements should not scarifies the quality of education at the cost of economic
considerations. If it is not possible to improve and enhance the course contents within the
time frame stipulated for the courses, additional diploma courses should be offered to the
students who have the capability and aptitude for enriching themselves.
Each institution should try to increase infrastructure for a better growth. They
should go for international standard for getting accreditation with best institution for
maintaining standard and quality. Quality must be a business of every body in any
organization including the sector of higher education. To achieve it, every commerce and
management faculty of the college / university has to contribute his / her role inevitably.
The reconstruction of present business model curriculum with the introduction of
new subjects (with practical aspects) under the guidance of dedicated and qualified
academicians without political interference results in the overall development of students’
personality which can contribute to the economic development of the country.

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