Innovation in learning process:

New century has imposed tough challenges to teachers as well as

trainers by transforming their job as now they can’t simply follow
traditional approach of learning through books. In fact, job of a
kindergarten teacher has been changed. Now in order to effectively
perform their job, teachers are combining lessons learned from
kindergarten, brain research, show business, advertising, television,
music, dancing, the movies, sports, art, and electronic multimedia.
They are introducing novel ways of delivering education in innovative
learning environment.

New ways of learning examples:

 At Simon Guggenheim School, 11-year-old students from the
poorest district of Chicago, Illinois, have learned to speak fluent
Spanish, through visualization, puppet shows and songs.
 In south-east Asia non-accountants are learning the principles of
accountancy in a two-day accelerated-learning game.
 In Australia, secondary school students have appeared as French
actors in their own videotape production - as a vital part of learning
a three-year foreign-language course in eight weeks.
 In the tiny European State of Liechtenstein, one trainer has created
over 240 games to teach virtually anything - from patent law to
geography, history and physics.
  In Auckland, New Zealand, aspiring Polynesian company managers
have learned the main principles of marketing in only 90 minutes -
playing the Great Pacific Century Marketing Game.

Companies promoting modern learning culture:

 There are certain renowned companies including Intel, IBM, Apple
Computers and Bell Atlantic in the U.S., The Burton Group and British
Airways in the United Kingdom, Shell Oil and Air New Zealand that are
using similar techniques .We can say that biggest challenge of new
century is to merge the talents of great educators and innovative
businesses to create world’s best opportunities. Both sides, industry as
well as academia can take advantage of this technological
advancement to accelerate learning opportunities.

Successful manufacturing and retailing companies can prosper even

more by selling services: by providing the training necessary for
customers to use their products much more effectively. Every
successful company has to become a continuous learning organization,
and every individual needs to continue to relearn throughout life.
Schools and colleges can follow university research departments in
using their expertise to form strategic alliances with businesses.

What schools need to teach to enhance learning process?

 Amazingly the most important "subject" of all is not taught at

most schools: how to invent your own future, how to create
new ideas. Yet the world today needs a diet of revolutionary
new ideas as never before.  In education, the contrast between
past and future is even more marked. As Robert Gross puts it:
"We live in the first era in human history when our species'
entire heritage of knowledge, wisdom and beauty is available to
each of us virtually on demand."
That gives us the opportunity to reinvent education and usher in
a golden age of discovery and innovation: to reinvent the way
we think, learn, work, live, enjoy ourselves and create.
  The models already exist. Ray Krok was a middle-aged milk-
shake machine seller when he first visited the California
hamburger bar of Dick and Maurice McDonald. He was to take
their basic concept, mix it with others, and turn the result into
the world's biggest fast-food chain.

 Georgi Lozanov, the Bulgarian psychologist, linked yoga,

meditation and music to revolutionize the teaching of foreign
languages. The Internet and World Wide Web have completely
changed the way the world communicates.

Use Mobile Device in Modern Education Environments

Mobile devices have the potential to engage students in new ways, but
IT often doesn’t know how to manage the new technology in a way
that cultivates an innovative and supportive learning environment
while staying true to the organization’s IT and security policies. There
are now more than 4.6 billion mobile phones in the world1, and
children under 12 years of age constitute one of the fastest growing
segments of mobile technology users in the U.S.2 According to Project
Tomorrow, two-thirds of high school students own a cell phone that
has Internet access while one in five kindergarten through second
graders do as well. Teachers are also using mobile technology—
smartphones and tablets— as innovative teaching aids in the
classroom, using them to create curriculum, grade assignments and
track student progress. There is an amazing opportunity to engage
students with mobile technology on their terms. Using the same
devices that are used for texting their friends and playing video games
to get them excited about history, math and science.

Growing involvement of IT in education:

 Consider a recent Economist article featuring Bill Gates's
educational poster child: Khan Academy, founded by Salman
Khan in 2006.
 Khan's business model is simple, yet impactful. As The
Economist noted, it flips education on its head. Rather than
filling the day with lectures and requiring students to complete
exercises after school,
 Khan focuses on classroom exercises throughout the day and
allows students to download more lectures after school. When
students arrive at their Silicon Valley suburb classroom with their
white MacBooks, they begin their day doing various online
learning exercises.
 The teacher, aware of what her students are working on based
on her own monitor screen, then approaches students and
provides one-on-one feedback and mentoring, tailoring her
message to students' particular learning paces and needs.
 But Khan goes beyond the computer and customized feedback.
It emphasizes critical thinking and idea creation, where real
learning occurs, and downplays rote lecture learning. Active
problem solving makes learning much more fun and engaging for
students.
 As The Economist notes, students at institutions like Khan can
huddle together and solve math problems around their laptops
as if they were trading baseball cards or marbles.
 Of course not everyone has warmly embraced the online
education movement, namely teachers' unions. But the union's
concern — that teachers will become less relevant — is
misplaced. First, online education isn't the one and only teaching
tool.
 The Sloan study indicated that the best teaching often occurs
under a blended model of online learning coupled with real face
time. So there will always be a need for teachers. Second, online
education integration will help teachers make a more impactful
influence on students. In fact, Gates, Khan, and teachers at the
academy argue that online education can liberate teachers,
allowing them to engage in more creative and influential one-on-
one mentoring.
 Other concerns relate to education quality. But integrating an
online and lecture approach can actually result in students
getting a higher quality education. Education Department data
from last year reported that "Students in online conditions
performed modestly better, on average, than those learning the
same material through traditional face-to-face instruction." A
blended approach combines the socialization opportunities the
classroom provides with the enhanced active learning features
that online learning offers. This is why former Governors Jim
Hunt (North Carolina Democrat) and Jeb Bush (Florida
Republican) are travelling around the country encouraging school
districts to take advantage of online learning tools.
 Insufficient money, the teachers' unions, and large classroom
size, all relevant issues, are not the root cause of our schools'
troubles. The real problem lies in the effects standardized
education has had on a student's internal and external
motivation.
 As the authors point out, "When education is well aligned with
one's stronger intelligences, aptitudes, or styles, understanding
can come more easily and with greater enthusiasm." And as the
Khan Academy has demonstrated, teachers can serve as
 professional coaches and content architects to help students
progress in ways that they never could under most current
models. Students display much more enthusiasm when they can
self-direct their learning paths.
 A greater selection in course offerings will also motivate students
and improve their educational experience. We predict the online
education movement will advance the same way that disruptive
innovators have succeeded: by serving markets that are too
costly or impossible for the incumbents to pursue, and then
gradually moving "up-market.
 As we move into the 21st century, what American students most
need are the tools and skills that will help them compete for the
increasingly sophisticated jobs of tomorrow. Only then can we
maximize the rising generation's potential, providing the talent
necessary to keep America prosperous and competitive in the
years to come.

Quality of Business Education:

In order to improve quality of graduating education. A survey with
sample size of 50 was conducted to check the satisfaction level of
graduates regarding quality of education in terms of syllabus, teachers
lecture delivery process and other academic factors.

Survey Results measuring satisfaction level:

 First question was regarding work burden that if work load during
the semester is too much and unable to get manage. 22% showed
strong agreement on this statement, while 50% showed
agreement. Whereas 22% showed disagreement and only a
minute number showed strong disagreement with the statement. It
 showed a vast majority of the students think semester burden is
too much that it is difficult to manage effectively. It may also
hamper learning environment.
 Regarding team working skills, 18% showed strong agreement,
around 50% showed agreement and 24% disagreed with the
statement. Only 6% showed strong disagreement. Showing overall
satisfaction with this factor.
 Question regarding the program supportiveness towards developing
learning environment showed a mix reaction as 54% showed
agreement, but one interest fact is that only 2% showed strong
agreement while 14% strongly disagreed with the statement. 30%
showed disagreement with the statement.
 In terms of analytic and problem solving skills, a neutral reaction
was observed as 6% showed strong agreement, 4% showed strong
disagreement, 52% agreed with the statement while 38%
disagreed with the statement.
 In terms of independent thinking, again neutral reaction was
observed as 12 percent strongly agreed, 8 percent strongly
disagreed, 44% agreed while 36% disagreed with the statement.
 In terms of written communication, surprisingly dissatisfaction
appeared as 12 percent strongly agreed, 8 percent strongly
disagreed, 44 percent agreed while 36 percent disagreed with the
statement.
 In terms of planning abilities, satisfaction level was obvious as 16%
were strongly satisfied, 2 percent were strongly dissatisfied, 46
percent were agreed and 36 percent disagree with the fact.
 Regarding mathematical content, 6 percent strongly agreed, 26
percent were agreed, 50 percent were disagreed, and 18 percent
were strongly disagreed.
 Overall there was neutral reaction observed in all dimensions.

Certain initiatives by industries and academicians to supply

necessary skills:

On the basis of this survey result, it can be observe that there is

need to improve certain areas to enhance quality of our graduates.
In order to improve graduates marketability and promote quality
education certain steps have been taken including:

o Microsoft Pakistan, hosted the Innovative Education Forum (IEF),

bringing together several teachers from private, public and NGO
adopted schools to bring forward their projects and be part of this
productive day of project exhibitions, inspiring keynote
presentations, professional learning and collaboration. Along with
teachers from leading schools and colleges competing in the IEF
Competition 2012, also attending were students from Daanish
School, a project of the Government of Punjab, enabling the
poorest sections of society to have access to quality education and
enabling infrastructure. The IEF is part of Microsoft PIL (Partners In
Learning) program, which works with governments and education
leaders around the world at the national, state and local levels to
deliver a portfolio of professional development, curricula, tools and
resources designed to advance 21st-century teaching, learning and
digital inclusion that improve learning outcomes for every student.
o CIMA Global Business Competition was held and there were 6 teams
from medium level institutes.  All team members participated, they
had learnt their stuff, and they had answer to all of the 5 judge
incisive questions during a 1-15 minutes detailed Q&A session, no
 one got flustered. They quoted a lot of references of why they had
proposed a certain strategy r solution etc. 
IBA initiatives to improve quality:
o Even in the national context ten of the twenty companies listed on
the Karachi Stock Exchange are majority owned and / or controlled
by foreign companies. Similarly, leading local business houses are
eyeing foreign markets for their continued growth. The Middle East
market will require twenty to thirty thousand managers per year
over the next ten years. IBA has planned to implement
Management by Objectives (MBO) practices and techniques in order
to improve its service quality. First, instead of the Director taking all
the decisions himself, an Executive Committee (EXCO) consisting of
two senior faculty members and heads of administrative
departments has been formed as the main decision making body of
IBA. E learning concept has been introduced by bringing external
faculty and scholars into classrooms. Video conferencing, open
course ware and virtual classroom will be used to augment the
teaching resources of IBA.
Faculty development initiatives:
A multi-pronged approach will be pursued for Faculty Development
Plan for regular teachers whose main ingredients will be:-

 To appoint any Pakistani from within Pakistan or elsewhere

who has secured admission to Ph.D. degree in top fifty
universities / business schools / Computer Sciences
Departments in the world as a faculty member of IBA and
finance the Ph.D. program at the University to which he/she
has been admitted.
  To offer faculty positions to IBA graduates (MBAs) who rank
among the top 10 positions in order of merit at their final
semester with the condition that they will agree to proceed
abroad for completing Ph.D. degrees. They will be paid
salaries matching or exceeding what they could get from
other employers. Abroad.
 The existing faculty members should be encouraged to apply
for competitive research grants, develop case studies,
proceed to top universities for postdoctoral programs, avail of
sabbatical and Foreign Service leave to teach at other leading
Universities, engage in consultancy and advisory services to
the industry.
 Each individual teacher will be allowed choices to allocate
his/her time between Research, Case Study Development,
Executive Education, Consultancy and Advisory Services, new
course material and text book production, in addition to the
teaching and Student Counseling. The performance will be
evaluated on the basis of the outcomes achieved under each
of the components chosen and agreed at the beginning of
each academic year as part of academic plan.

Executive program initiatives:

The Academic Board has already approved two Executive MBA
programs – one for the public sector managers and the second for
middle level corporate managers – to be offered by CEE. In future, the
CEE should explore the possibilities of organizing short term (3
months) training courses in the following areas:
o Urban management for the officials of City District Government,
Karachi Water and Sewerage Board, Urban Transport Corporation,
Karachi Circular Railway and Mass Transit, Cantonment Boards,
DHA, Karachi Port Trust and Port Qasim Authority, Traffic
Management, Environment Agency and other urban agencies.
o Higher Education management for the officials of Universities,
colleges, Institutes, Academies in the public, private and non-profit
sectors.
o Management of non-profit organizations and Social enterprises.
o Health Management for the officials of hospitals, clinics and other
medical facilities in the Public, private and non-profit sectors.
o Public-Private partnerships in infrastructure projects – ports,
terminals, highways, bridges, pipelines, railways, airports, water
supply, sewerage.

Curriculum development:
The curriculum course offerings and course contents will be enriched in
three directions.
 First, a balance will be struck between hard skills and soft skills
such as inculcating leadership qualities. The curriculum itself will
reflect this balance supplemented by a more systematic
emphasis on extra-curricular activities.
 Second, courses aimed at enhancing the expertise of regional
and international businesses, Socio-economic environment and
cultural sensitivities would be offered to shift the emphasis from
purely local or national to regional and international fields.
 Third, exchanges of students and faculty, internships in
Corporates outside Pakistan, field visits and other avenues of
broader exposure for IBA students will be explored.
  The pedagogical tool box would be expanded during this period
to include not only lectures but internships, assignments, term
papers, case studies, research projects, plant and company
visits, syndicates and group discussions, etc. Participation in
class discussions will be given weight in the grading structure.
 The students will be exposed to leading Corporate Chief
Executives and leaders who will be invited to deliver
distinguished lecture series. International exchange programmes
for students to spend one semester at an institution outside
Pakistan will also be explored. IBA students will be encouraged
to compete for international scholarship programmes and other
international educational events.
New courses:
In addition to the ongoing programmes it is envisaged that a new
programme MBA (Financial Services) should be offered by IBA
beginning fall 2009. It appears that the financial services industry that
has expanded tremendously in the last few years is facing a serious
problem of trained and skilled professionals.
Research initiatives:
The RC will play a pro-active role in (a) inviting proposals for award of
research grants, (b) organizing research seminars
workshops/conferences, (c) training in research proposal writing and
research methodology, (d) soliciting research ideas and funding from
the industry and corporate sectors for core and contract research, (e)
establishing collaborative research projects with international and
national institutions of repute, (f) screening and prioritizing research
studies to match the availability of researchers with the diverse
demand originating from outside; (f) publishing the working papers on
the findings of research outputs and inviting comments for their
conversion into papers for submission to journals; (g) regularly
publishing and updating the quality of Business Review, (h)
disseminating the research outputs and publications.
o Centre for Executive Education
o EMBA for Public Sector Executives
o EMBA for Mid-Career Managers
o Centre for Entrepreneurial Development
o Centre for Access to Finance
o Centre for Business and Economic Research

Quality improvement initiatives taken by CBM:

Another emerging business school in Pakistan is CBM due to its
research. The full-fledged research programme consist of: 1)
every full time faculty member has a contractual obligation to
complete one major research study during a year and 2) every
optional course, in MBA programme, include a research
component.

o CBM also publishes business and policy analysis journal, Pakistan

Business Review.

o One may say that the courses offered by CBM are not
substantively different from the courses taught at other business
schools. It is also a fact that some of the courses are taught only
at CBM.

o Its MBA-Health Services Administration programme is unique in

Pakistan. The programme is designed to develop technically
competent and socially sensitive managers for leadership roles in
 hospital, health system management, pharmaceutical industry
and population programme. In this programme ten Business
Core courses and four Business Electives provide a sound
management base as well as specialization. The business base is
complemented by four Core Health Management courses and six
Health Electives. A supervised Research project of six credit
hours provides students an opportunity to apply curricular
concepts and skills to problems in organizational setting.

o CBM has extensive links with North American universities.

Professors from Arizona and Brock universities have served as
chief academic officers at CBM. Educators from the USA have
been invited to conduct courses and seminars in the areas of
marketing, MIS and human resource management.

Problems being faced by Pakistani Business Schools:

Root of all problems lie in lack of linkage between academia and
industry:

o Lack of Specialized Teachers’ Training in Business Studies

teachers only relay on their previous academic back ground and
have no updated knowledge of the new business practices.
Furthermore, the teaching skills of the teachers are also not
updated, there are no facilities for doing good quality research;
there are no properly maintained libraries, with non-updated
data bases and no extra remunerations for researchers.
Furthermore teachers are given too many courses in each
semester, which is perceived by teachers as extra burden, which
ultimately hampers their teaching effectiveness.
o No standardized performance evaluation system: The lack of
standardized performance evaluation system has really
demoralizing effects on the academic staff. The public sector
universities follow the old annual confidential report technique,
in which the performance of teachers is evaluated on annual
basis by their immediate boss and this evaluation is one sided in
such way that no feedback is given to the teachers. Often this
evaluation is used for transfer, promotion and firing of teachers
and is not used for teaching improvement and quality enhance
sector is low
o More focus on research: The business education institutions
should focus more on research and development in order to
overcome the gap between the theory and practice.
o Training: The business education institutions should try to train
their teachers on regular basis by imparting them latest
knowledge about business management. Furthermore, the
teachers should be given special training in teaching and
research, so that their quality of instruction is improved and they
can produce good quality research work, which can benefit not
only their students but also the people outside the world of
academia.
o Our universities are at great trouble of having any real teacher
with corporate leadership personality. Traditional teachers are
only limited to books which will not give much to students.
o This shows that teacher don’t take much pain and care about the
development of students. In world’s top ranked universities,
teachers are always for the students, this evaluation really
matters for them; they count how many students are
progressing and how many are not coping up with the situation.
 They put advance sessions for the weak students and put the
best in them.
o In Pakistan, some teachers are the entire time stern and have no
participatory style with students. Such sternness makes students
boring in the class and lose confidence of participation and
discussions. Teachers showing the professorship make students
shallow and dumb. Teachers who are not little bit humorous and
enjoying, their students always become stern faced people which
is not the requirement of today’s managers.
o Good faculty is an internationally tradable commodity. Which is
in high demand and in Pakistan being a developing country, has
been facing attracting, and retaining goof quality faculty for
years. Brain drain is a big problem for the movement of qualified
people outside the country. There is lack of local PhD programs.
Job market in Pakistan for graduates is also mixed. The main
reason for this is that the existing business education does not
teach business skills that are marketable. Another reason is too
much stress on bookish knowledge and lack of emphasis on
future oriented practical and technical business training. There is
no favorable research environment and funds allocated for
research are also very low.

In order to resolve these issues a council PBEAC has been

developed whose main purpose is to:
o Assure quality in Business Administration/public
administration/management sciences degree programs in
educational institutions.
o Accreditation shall be a mandatory process for all relevant
academic programs offered by public and private sector
 institutions. The incentive for obtaining such accreditation
shall be enhanced recognition in the Business
Administration/Public Administration/management
sciences community and prospective students.
o Accreditation is to be based upon the factors including:

 Overall scope and practical in core as well

structure of the program as allied disciplines of
Business Administration
 Curricula/syllabi
 The student support
 The requisite
infrastructure  The laboratory facilities

 The faculty  Facilities for student

activities and other
 Level of compatibility
amenities
with international
standards and trends  Financial aid/assistance

 Level of Skill  Level of job placement of

Development by the graduates
program evaluated on the
basis of both theory and

o To provide guidance for the improvement of the existing

educational programs and development of future programs
leading to the Business Administration/Public
Administration/management sciences profession. And to
stimulate the improvement of Business Administration/Public
Administration/management sciences education in Pakistan.

o Pakistani business schools lack proper career counseling’s

 services and even after getting degree students face difficulty
entering job market.

o IT has become much important so instead of regarding it as a

separate discipline, business schools must train their graduates
in it to make them competent. Employers’ don’t want to incur
training expense, so business schools must train their graduates
in requisite skills through industry relevant curricula and
methodology having practical aspects.

o This clearly demands re-engineering of curriculum. There are

two opposite school of thoughts. Institutions like Greenwich
University has launched a programme where students will be
taught a variety of subjects before entering MBA programme. As
opposed to this, the other group strongly believes that the
number of courses taught should be reduced or replaced by
specialized courses.

o IBFAM has introduced specialized programmes, i.e. MBA Finance

and Banking to cater to the growing needs for professionals in
the financial sector. However, there is a need to create a
balance. This balance can be achieved through greater
interaction of academicians with the business community.

o It should be mandatory for business schools to print the

awarded ranking on the prospectus.

o In our recent survey we find out that some of the deans of

business schools have not learned business administration
and/or management sciences. One may wonder how a person
who has not studied management sciences can make any input
in designing the curriculum of a business school. Some of the
 business schools have tried to replicate curriculum followed at
IBA in the past.

Suggestions for enhancing quality of education:

o Our teachers should be told what is the job of facilitator, must be
told that teachers are actually facilitators Teachers must have
sense of paternalistic behavior to students to make them
comfortable to grasp things easily
o Always update students about the failure and losses of some
companies and making them informed about major company
decisions. Such initiative will make students stalwart in
decisional and organizational approaches and make students a
real manager in today’s competitive economic world.
o Teachers must learn some professional sense of humor and show
the belongingness to them. Our universities must check the style
of teachers and train them to be little bit flexible in the class
Teachers must be caring and welcoming students’ discussions &
participation and also try to be good in answering students’
jokes. Little jokes and humorous behavior is also part of the
class to maintain cordial atmosphere. Our teachers must have
such environment in the class.
o It is observed that they are in the race to attract many students
and want most of the students to be enrolled in the schools
 resulting into the generation of high revenue and spreading
graduates around the organizations. This is the point where
business schools compromise on quality of students.
o The second weakness is regarding teaching methodology which
is very crucial and has not been given much attention.
International universities focus on teaching methodology which
can give students a real exposure. Everybody cannot be a
teacher and every teacher cannot impart the knowledge
properly. The most important thing is to get the modern and
flexible techniques to deliver which can have a salutary effect on
students.
o They believe that they are burdened with four subjects to teach
(twelve credit hours in a week) which definitely hinders them to
do a research; they scarcely have a time to think of research
inspiration.
o The above analysis explains that HBS (Harvard University) and
GSB (Stanford University) are the top most in America while MIT
and Yale University are also ranked excellent. The City University
needs to improve little more in research, faculty and students’
development. The last evaluation is about Pakistani Business
Schools where LUMS, IBA and SZABIST are the leading business
schools and ranked on the top in Pakistan by almost everybody.
o HBS (Harvard University) and GSB (Stanford University) are
popular because of the case based methods and interactive
teaching which makes them very different than many other
business schools. This case based model is followed by many
American universities and other global academic institutions
including some of our Business Schools specially LUMS and
SZABIST. While MIT and
o City University of New York (CUNY) have unique strategic
learning environment and many of the graduates are at strategic
level in corporations and this particular model has been well
followed by IBA Karachi, Bahria University and NUST. This
approach may be case study or instructional but always with
reference to strategic focus.
o The LUMS and SZABIST always focus on highly qualified faculty
while IBA-Karachi, and NUST have more focus on the quality of
students. Most of the American and European top ranked
business schools have excellent faculty development and student
development programs at domestic and international levels.
They don’t have much burden of all time teaching but only one
or two courses to teach with lucrative incentives of money,
research facilities and recognition in particular.
o Some of Pakistani business schools hire fresh MBAs as lecturers
to conduct twelve credit hours burden and some administrative
jobs or other way engaged in visiting faculty positions. Such
practice will not only hinder that person to grow but discourage
the research spirit for others. Such people must be benefited
with faculty development programs by sending to competitive
international institutions, given research guidelines, must be
attached with senior professors to be familiarize with the quality
teaching and modern methodology. Our universities should give
assignments or final year projects which must be industry
focused to develop industry linkages which ultimately benefits
students
o Teachers of business studies must continuously review the
curricula and gather the relevant material in order to develop
teaching excellence, which will result into the encouragement of
 goal identification and attainment. Moreover, teachers should
also at tend other senior professor's class, visit other
universities, read curricula, and meet some corporate leaders to
identify intellectual, cultural, physical and social learning factors
which will aid in attaining unique excellence. This should be
maintained in all business schools to ensure required and
learning business education.
o Universities must formulate some strategic alliances with
industry. There should be some common corporate training
programs for managers, trainers, and teachers to understand
industry mix of ideas, exposure and experiences.
o Pakistani government should initiate the steps of proper
internship programs. The internship should be in groups based
on five to ten students from each university to check and
facilitate students with the competitiveness of one another.
Pakistani teachers have lesser inspiration to update because of
improper reward systems which make them to go at various
other job assignments to supplement to their economic
conditions as visiting faculty culture. business Our teachers must
join some Harvard, Oxford, MIT and IESE leadership and faculty
development programs just to get an exposure and apply into
Pakistani
o Business education system. Some of the modern techniques as
American and European universities are using. For example HBS,
Stanford, and Oxford University’s entry test and case based
method is worldly popular because of the combined research
work between students and teachers. Also international
professors’ frequent visits make such institute very special.
Some top European business schools have strong industry
 linkages and combined courses offered based on marketing,
strategic management and leadership curricula with reference to
changing business practices.
o The rest low category institutions in Pakistan has very improper
evaluation of teachers and always consider teacher as an
employee where the leadership is lying with the students. Such
institutions will never survive at the level of international repute.
The success of LUMS, SZABIST, IBA, Bahria and NUST is due to
the faculty research, independence and faculty confidence to
students

o Quality should be the mainstay of education if our goals are to

remain meshed with national imperatives. The private
universities lack research projects due to lack of interaction with
industry and the industry's reservation of investing in this area;
although the schools are equipped with manpower, time and
intelligence to undertake these projects.

o The students are at times denied access for internships, an

important activity to correlate theory with practice. The lack of
this interface is felt in the classroom environment where
students can neither contribute meaningfully with their individual
experiences nor challenge any old-ridden dogmas and readily
accept instructions as delivered to them.

o Faculty sharing is the first step in this direction. In the areas of

specialization there appears a deficiency of tutors as well as
adequate class strengths. The institutes instead of dissipating
their meager resources can concentrate and share in areas of
their respective competencies and add more value to the final
product. This would also develop inter university communication
 leading to refinement in the curriculum and healthy competition.

o Our present academic benchmarks are foreign based which

needs to be corrected. There are plenty of public and private
enterprises that can acclaim to fill these positions and should
extend their helping hand.

o There never has been a formal forum between the private

universities where individual or combined problems have been
highlighted. Seminars, teaching workshops and student
competitions will help bridge these gulfs.

o Business faculty is another question where academia- industry

cooperation is required. Business faculty lacking work experience
will never be able to translate theoretical concepts nor relate
them to local conditions. Probably this is the reason that there is
no indigenous textbook used at any of the business schools.
Experienced managers from the industry should be loaned by
the organizations during the mornings to take study
assignments. Such mutual experiences would have long-term
benefits.

o Supervisory class in all spheres of business lack formal training

and education. At most business and industrial organizations are
able to impart narrow focused technical courses but not intensive
all-round education. Due to this deficiency the intellectual gap
between managers and employees is ever on the increase. This
adds on to the work pressures for managers who cannot
delegate work due to lack of proficiency in supervisory cadre.
Organizations mesh up as teams only when all tiers of
management energize towards goals.
 o Our business schools are marketing or manufacturing oriented.
This is not in consonance with either our economy or national
resource base. Marketing of agricultural products, distribution of
perishables and their penetration in the international markets
are some areas where the business schools should concentrate.

o The orientation of students on graduation is to find an urban-

based job. The present glut of unemployment of these specialists
is so since their education cost has reached disproportionate
ratios and therefore lesser modest options are not even
examined. "Agribusiness" schools is more an answer to our
problems where these specialists would find ready employments,
meaningful satisfaction and would integrate themselves in the
economic development of the country.

o A large number of students in business schools take evening

program at their own expense, a healthy orientation! However
their parent organizations neither provide any support nor
relaxation in terms of work hours. This forum is being used to
voice their concern and the realization that up gradation of their
skills would eventually serve the better interest of organizations.

Factors to improve quality of education:

Academic and professional excellence is based on:

 Achieving name in research work,

 writing and presenting research papers,
 attending academic conferences,
 learning new teaching methods,
 conducting seminars,
 conducting guest speaker sessions to learn and search for new
topics,
  writing cases,
 reading refereed journals,
 Learning relevant technology to use in teaching and finding
relevant data for the research work.
 Reading magazines to keep update with new happenings.
 guiding students on research projects in the relevant field,
 developing high level problem solving activity
 And ability to analyze, synthesize and evaluate the changing
business situations.

Executive education initiatives:

Executive program initiatives by IBA:
The Academic Board has already approved two Executive MBA
programs – one for the public sector managers and the second for
middle level corporate managers – to be offered by CEE. In future, the
CEE should explore the possibilities of organizing short term (3
months) training courses in the following areas:
o Urban management for the officials of City District Government,
Karachi Water and Sewerage Board, Urban Transport Corporation,
Karachi Circular Railway and Mass Transit, Cantonment Boards,
DHA, Karachi Port Trust and Port Qasim Authority, Traffic
Management, Environment Agency and other urban agencies.
o Higher Education management for the officials of Universities,
colleges, Institutes, Academies in the public, private and non-profit
sectors.
o Management of non-profit organizations and Social enterprises.
o Health Management for the officials of hospitals, clinics and other
medical facilities in the Public, private and non-profit sectors.
o Public-Private partnerships in infrastructure projects – ports,
terminals, highways, bridges, pipelines, railways, airports, water
supply, sewerage.

LUMS UFONE initiatives:

Ufone & LUMS sign an accord for executive development program.
In order to nurture employee skills further the management of
Ufone & Rausing Executive Development Centre (REDC) of the
Suleman Dawood School of Business (SEDC), Lahore University of
Management Sciences (LUMS) recently signed a contract which will
allow Ufone employees to get diverse exposure and lea This
initiative shall enable to improve the organization as a whole as the
specially designed curriculum will not only help strengthen our
management techniques it will also develop a stronger bond
between the employees and the organization “Commenting on this
initiative by Ufone, Dr. Shaukat Brah, Dean, SDSB/LUMS said, “We
have been involved with Ufone for over a year, and through
successive exchanges of information, Ufone has entrusted LUMS
with designing and delivering a programme directed towards
synthesizing the changes at Ufone and the development of high
potential executives in order to pave a direction towards building a
progressive momentum of success within the organization.”

New trends in business education:

Future management graduates will not only be trained by teachers but
also industry practitioners as well as researchers.
Course work + research work + field work= graduate being trained by
teacher+ researcher+ professional.

Original Terms of evaluation, synthesis, analysis, application,

comprehension, and knowledge has been transformed into creating,
evaluating, analyzing, applying, and understanding and remembering.
Assessment of business graduates have also been revised as follow:

Revised teaching methodologies:

Time have changed, teaching Aids have changed (multimedia, video,

video conferencing. Evaluation Methods have changed (MCQS,
Assignments, Projects, Real Life example. Industry research has
changed (more target oriented with financial justification. Availability
of info has change (internet, others doing your assignments. Teachers
have changed (PhD creating sharp specializations instead of the wise
old man Teacher evaluation has changed (papers, research,
publications, Teacher compensation has changed (tenure track, market
based Industry has changed (government social responsibility to
commercially viable business Quality for females as students getting
better (males now need to have a reserved quota. Females as teachers
(% increasing, flexible life style Student evaluation has changed
(quizzes, assignments, mids and finals, project Multiple sources of
teaching materials available. The internationalization of education
(impact of O and A levels. Multiple options for students (public,
private, outside degrees, studying abroad. English as the dominant
medium.
 Good teaching was not defined by test results. Instead, its
attributes were identified on a nine-item scale, which included
student appraisals of how well the teacher organized material,
used class time, explained directions, and reviewed the subject
matter.
 The likelihood that freshmen returned to college for their
sophomore year increased 30 percent when students observed
those teaching practices in the classroom. And it held true even
after controlling for their backgrounds and grades. "These are
learnable skills that faculty can pick up,"
 "Mostly, it's due to the students you recruit," he said. "They
have nothing to do with the programs."
 He also sought to replicate the findings of Academically Adrift,
the blockbuster book released this year that argues that 36
percent of college students show no significant gains in learning
between freshman and senior year. The book's authors, Richard
Arum, of New York University, and Josipa Roksa, of the
University of Virginia, also found that just under half of students
wrote papers of 20 pages or more each semester and that they
spent 13 to 14 hours per week studying.
 Mr. Terenzini ran a similar analysis, but used the Collegiate
Assessment of Academic Proficiency instead of the Collegiate
Learning Assessment, as Mr. Arum and Ms. Roksa did. Still, he
achieved similar results. Among students in the small colleges he
studied, 33 percent failed to show significant gains in learning,
60 percent wrote papers of at least 20 pages, and they spent 15
hours studying each week.
 Mr. Pascarella cautioned against reading too much into measures
of change. No one has tracked the gains in critical thinking
 among young people who don't attend college, which means
there is no control group to compare college students to. The
other problem, he said, is that no consensus exists about
precisely how much people should change while in college.

Revised criteria:

 BBA Skills/Decision Making;

Attitude; two semester, two semesters
Knowledge: four
semesters
Skills; Two semesters  MBA 1.5
Attitude: Done
Knowledge; One semester
 MBA 3.5 Skills/Decision Making;
Attitude: one semester two semesters
Knowledge; four
semesters
Skills/Decision Making;
two semesters

 MBA 2.5
Attitude: part of know
ledger
Knowledge; three
semesters
New types of assessment methods:

Rememberin Understand Applying Simulate Different

g ing iate
Calculate Analyzin
Define Interpret g Compare
Interpret
Describe Summarize Infer Arrange
Apply
List Generalize Outline
Demonst
State Write in your rate Distingui
own words sh

Evaluating Checkout Design Compose

Justify Evaluate Create Modify

Rate Creating Develop

Amendments in Curricula

o Internal QA Activities to effectively Manage “Curricula”

o Form a Curricula Committee and appoint its active leader

o Establish subject level teams to build curricula, Course Plans/Lesson Plans

o Develop Curriculum design and development procedure through peers

(internal/external) and make it part of institution system
o Institution should have formal mechanisms for the approval, periodic
review, and monitoring their programs and awards

o Teacher should need a lot of help in making curriculum.

o Instructors / coordinators build a lot of irritation on this issue

o Instructor’s wisdom, quality, creativeness and interest are foundation to

making curriculum

o Curriculum making is a process (dynamic) act, not an event (one time)

o Student should be linked with work life, social life and emergency
preparedness Work life linkage through job and business, internship and
project Social life through hobbies interest community work, emergency
preparedness through national defense and natural disaster.

Factors that have been considered as redundant:

o Many knowledge transfer methods used in university today are archaic.

o More the Socrates style of teaching

o System of evaluation/hiring of knowledge transferors are not in line with

the

o You need a knowledge source and a knowledge transferor (These do not

have to be the same person) One is the professor, other is the technician
who helps in the delivery and “entrenchment” of the info

o There is strong need of two year apprenticeship for business graduates

(cross functional; within the 16 years
o Many business schools, including Harvard, are looking critically at what
they teach in the light of the crisis with calls, for example, for MBAs to
sign the equivalent of the medical profession’s Hippocratic Oath. It is an
inconvenient truth that many of those implicated in the disasters that
have beset Wall Street and the world’s other financial centers are MBA
graduates. These ‘financial hydrogen bombs [were] built on personal
computers by twenty-six-year-olds with MBAs’

o The business school ‘best practice’ model is fundamentally flawed

because we do not have the research knowledge to determine what best
practice is. Divided along functional lines, MBA curricula fail to provide
much opportunity for an integrative perspective.

Emerging trends in business education:

Case method has becoming very popular as following model have been
followed at LUMS:

Case method at LUMS: When students are presented with a case, they
place themselves in the role of the decision-maker as they read through the
situation and identify the problem they are faced with. The next step is to
perform the necessary analysis—examining the causes, considering
alternative courses of actions—to come to a set of recommendations. To get
the most out of cases, students read and reflect on the case and then often
meet in small study groups before class to "warm up" and discuss their
findings with other classmates. In class, under the questioning and guidance
of the professor, students probe underlying issues, compare different
alternatives, and finally, suggest courses of action in light of the case
objectives. The case-study method used extensively by LUMS enables
participants to question conventional thinking, test ideas, and brainstorm
solutions using real life examples. The WAC (written analysis of case)
assignment must meet the requirements specified in the weekly schedule.
Both content and style are important in grading of a WAC. In addition to
case analysis, students should also pay attention to elements of style such
as grammar, spellings, structure and presentation of the report.
CLUBS: (extracurricular activities)
1. Finance Club
2. Entrepreneurship Club
3. Human Resource Club
4. Marketing Club
5. Supply Chain Management Club
6. LUMS Business Review
7. Toastmasters Club
8. Leadership Society
9. Sports Society
10. Drama line Society
11. Global Management Club

New courses at LUMS to enhance learning:

From the courses offered in the second year, “Competency and
Professional Development” (CPD) and the “MBA Project” are
compulsory for all students. Only those students, who are on the Dean’s
Honor List, will be allowed to take more than the required number of elective
courses in a term in the second year. The grades for additional courses will
count towards the overall average grade for determining the Dean’s Honor
List at the time of graduation.

Failure of traditional approach:

They agree that business schools fail to provide:

o An appropriate professional education.
o Teaching actionable knowledge.
To teach actionable knowledge effectively means that a business school’s
teaching practices in themselves need to be evidence-based.
o The first is to have a clear model of what learners should be able to do
when a course, a term, or a programme of study is complete.
o Identifying the kinds of actionable knowledge
o And level of mastery expected are important to mapping course
content and evaluating appropriate outcomes.
o Many business schools are seen to have failed because they are less
and less relevant to managers and organizations (Ghoshal, 2005;
Mintzberg, 2004; Pfeffer and Fong, 2004).
o The charge is that they undertake research which leads to
recommendations that have never had proven successful outcomes,
and they teach topics that are so abstract they cannot be applied
within managers’ jobs.

Major changes in macro environment:

 Pettigrew and Fenton (2000) found major shifts in operational
processes, IT investment levels, and HRM systems in line with and in
support of structural changes.
 Despite a number of comparative differences in relation to workload
and information giving, Tengblad argued that claims for the
emergence of ‘radically different’ managerial work were ‘much
exaggerated’2006).
 Finally, of central importance for the present study is the broader
theoretical issue of whether the impact of globalization is leading to
business system (and thus managerial and organizational)
convergence or divergence
 These new career arrangements were in turn purported to be less
secure, predictable, and organizationally-dependent.
 Employees would now have ‘self-managed’ careers – ones which were
developed across a range of employing organizations (Miles and Snow,
1996; Weick, 1996).
 Indeed it has been argued that the ‘traditional’ literature on
managerial careers is not aligned well with research into major
contemporary workforce transitions 2000)
 Further, while there would appear to be changes in career patterns, at
least as suggested by qualitative studies – including fewer
occupational levels, greater job insecurity, a widening senior-middle
management divide, increased performance-related pay, and a need
for broader skills and less functional specialism (Osterman, 1996,
2009)
 Organizational restructuring is only one aspect of change.
 Equally important are consequent changes to human resource
management systems. Nowhere is this truer than in Japan, where
traditionally there is a close relationship between elements of
organizational structure (e.g. established internal labor markets), and
job tenure (e.g. lifetime employment), and remuneration (e.g.
seniority-based pay systems).
 Changes to the structure and composition of managerial roles in large
organizations have typically led to career stagnation for middle
managers. Downsizing competition.
 In attempting to become progressively ‘leaner’ and ‘flatter’, large
corporations have also reduced the traditional career entitlements of
middle managers, a trend that reflects a culture of job insecurity.
Although this trend can be exaggerated, it is reflected in the artefacts
of contemporary past.
 The above changes to managerial careers and organizational forms are
increasingly international phenomena. While at the national or societal
level these changes are mediated by various path-dependent
institutional norms – as described by varieties of capitalism scholars –
large firms in economies as different as Japan, the UK, and USA have
faced substantial increases in levels of competition

Changes in future marketing:

 Consumers today connect with brands in fundamentally new ways,
often through media channels that are beyond manufacturers’ and
retailers’ control. That means traditional marketing strategies must be
redesigned to accord with how brand relationships have changed.
 In the famous funnel metaphor, a shopper would start with several
brands in mind and systematically narrow them down to a final choice.
His relationship with both the manufacturer and the retailer ended
there. But now, relying heavily on digital interactions, he evaluates a
shifting array of options and often engages with the brand through
social media after a purchase.
 Though marketing strategies that focused on building brand awareness
and the point of purchase worked pretty well in the past, consumer
touch points have changed in nature.
 Companies today increasingly find themselves under attack from
dissatisfied customers, disgruntled employees, and just about anyone
who has a personal computer and an ax to grind.
 Blogs, tweets, text messages, online petitions, Facebook protest sites,
and digital videos all represent potent new threats, and companies
need to learn how to respond.
 Brands should exploit new media’s possibilities to deliver on four
basics: offering and communicating a clear customer promise, building
trust by delivering on that promise, continuously improving on it, and
innovating beyond the familiar.
 Virgin Atlantic does this by, for example, including travel tips from
crew members on its Facebook page; communicating with customers
on Twitter in rapidly changing situations; offering a taxi-sharing
system to enhance its brand; and maintaining Vtravelled.com, a site
where customers exchange information, stories, and advice.
 As customers experiment with social media, companies should gain
customer insights rather than simply try to increase sales, capitalize
on the media’s speed and reach while protecting the brand’s
reputation, and carefully follow the unwritten rules of customer
engagement online.

o Consumers today New ways, often retailers’ control.

connect through media That means
With brands in Channels that are traditional
fundamentally beyond Marketing
manufacturers’ and strategies must be
 redesigned to his engagement o Smart marketers
accord with how by making a will study this
brand relationships purchase. Now, “consumer
have changed. relying heavily decision
o Once, a shopper On digital Journey” for their
would interactions, he products and use
systematically evaluates a shifting the insights they
winnow his array of options gain to revise
brand choices to and remains strategy, media
arrive at a final engaged with the spend, and
selection and brand through organizational
complete social roles.
media after a
purchase.

.
Critical factors to be taken into account before transforming
according to future needs include:

 A chronological analysis of Student applications to the MBA program

against actual number of admissions granted.
 Average marks of the applicants in percentages for their previous
degrees over the years.
 Average CGPAs of graduating students over the years.
 Ratio of Students to permanent faculty members over years.
 Ratio of available business books in the library to the number of
students.
 Ratio of Employability within 3 months of graduation.
 Average starting salaries for graduating MBAs over the years.
 Specializations focus or unique competitive advantage of the MBA
program and changes therein over the years.
 Rate of Change in the program cost over the years.

As a result of these changes what future business schools will be

supposed to do?
o PhD scholars will be supposed to get involved in practical problems ad
get engaged actively with practitioners.
o Practitioners are also engaged in scientific problems
o Students and administrators are engaged with both
o Evidence based learning
o Solving problems, implementing solutions and data gathering from
field be main task of students.
o Impact based research
o Projects should be assigned solving practical problems of modern
organizations
o Simulation based training and lectures
o Collaborate with industry practitioners
o Further mission. However, a focus upon leadership may reinforce the
challenge faced by business schools to sustain their legitimacy
o Indeed, one of the implications of the model is that business schools
might be renamed as schools of management to eschew too close an
alignment with business and corporate interests.
o The emphasis in the public interest model is clearly upon school as
opposed to business. With. In terms of relevance, one can imagine the
public outcry if medical schools graduated students whose medical
practice led to a systematic destruction of public health! This
provocation situates the authors with those who call for the
development of the business school as a form of professional school
and provides the basis for a consideration of what this might mean for
the education of a management profession in terms of professional
identity, socialization, self-regulation and codes/ethics of practice.
o Crucially, it would involve management researchers developing a more
effective knowledge base for management practice.
o One have to integrate successfully the work of professional school with
academic knowledge. One way to achieve is that management
researchers should conduct practical research driving real world
problems, but focusing more over analysis rather than solution of that
problem.
o Business schools are being criticized for hiring experienced executives
and trying to catch their practical knowledge just through case studies,
involving them in consulting, linking temporarily the students with
firms to better understand the course work. They think it’s enough.
 But it isn’t! Students enrolled in business curricula are weaker than
other students showing need to transform the business education to
align it with practice as of engineering and medicine. One solution is to
do impact base research closely linked with industry, more rigor,
include more mathematical models, and research findings by
psychology and economics.
o Future business schools will be having responsibilities including:
o To train future management teachers and researchers.
o Training of future managers as well as practitioners of industry
o Cyert and Dill said that: management student is expected to use
computer, run decision making models, and understand mathematical
models, operations research latest techniques. Psychology, sociology
and political science knowledge must for management graduates.
o Graduates becoming more popular than undergrads in North America.
o Business schools increasingly depending upon funding from corporate
sector, economic advantage of professors from participating in real
world, changing the situation.
o Academic knowledge supporters say that basic research and basic
academic knowledge helps managers to understand the problem more
effectively. Management theory as far as it is providing basic frame
work for understanding real problems is sufficient.
o Skills of faculty should match with desires of organizations intending to
employ their graduates as managers or consultants. Utilitarian
approach wider than market approach. Market approach is subjective
asking develop product that is useful. Utilitarian approach says utility
is determined only by user. Teacher in modern business school may be
aware of the fact that although faculty and students may share
common utilitarian morality, time and space horizons of students may
be quite narrower from that of faculty.
o There should be proper criteria to assess both, academic scholarship
and practical knowledge.

Immediate actions required without any delay:

 Schools have to provide guidance students regarding choosing of

majors in electives.
 Mostly visiting faculty members prove to be a very helping hand in
counseling students, there should be a guidance counselor at the
campus to take advice from instead of teachers.
 More emphasis should be given on the career aspects for students
instead of other clubs like dramatics etc.
 A proper formulated resume allocation should be present that can be
beneficial to university and students and a better image to the
organization also increase efficiency and effectiveness of the career
center.
 There is an international office but never heard anything from them
about transferring of students etc, should be given more awareness to
students so they can avail this opportunities.
 There must be a software workshop given compulsory to students of
electives year so that they can be more efficient when they are in the
market this also help increase universities reputation.
 Career officials should sit with the organizations that held the expo to
see what their views are and what seemed to lack so they can fix that.
 They should combine engineering and management students who are
eager for starting business to sit together and benefit each other.
 Now the office should interview the elective candidates and ask them
their feelings whether they chose the wrong elective and how to guide
them from now then.
  Office should conduct personality test to help candidates in electives
and what more they should do etc.
 Proper business investors should be involved in entrepreneur
exhibition that can help students future and business men also
universities name, if so university should also be an investor to some
potential ideas etc.
 Business schools should be teaching subjects relevant to practical
knowledge, directly applicable to managerial jobs. 1996), and so the
business school curriculum should be based on a broader, liberal
education akin in many ways to that taught in the arts, humanities and
social sciences (Anthony, 1986)
 Students are not empty vessels, waiting to be filled by our knowledge,
but complex subjects whose ongoing processes of becoming work with
the ideas they are taught in ways that are (perhaps thankfully)
unpredictable. We make a presumption, as critical management
thinkers that we can influence

How to revise Business education process?

The “product” — students with an MBA education — is less in demand by
employers, who want their prospective leaders equipped to meet the new
challenges of a global market

As Garvin tells HBS Working Knowledge in an interview:

“MBA graduates increasingly need to be more effective: they need to have a

global mindset, for example, develop leadership skills of self-awareness and
self-reflection; and develop an understanding of the roles and
responsibilities of business, and the limitations of models and markets.”
There is need to:

 Development of more practical skills. Today’s managers should come

equipped to lead teams, run meetings, deliver effective presentations
and give performance feedback.
 Understanding the big picture. Modern organizations are complex
organisms, and leaders, to be effective, must understand the context
of how decisions are made. It’s often better to find a good solution
that can be executed easily rather than the ‘right’ solution that would
be disruptive to implement.
 So business schools need to change their product to meet market need
or risk being disrupted by in-house corporate training programs and
other competitors

What initiative has been taken by HAAS?

 The first shift is from course instruction to learning beyond the

classroom.
 The second is from simply earning degrees early in one’s career to
learning that is whole‐career. The third is schools’ shifting toward
shared spaces and classrooms that deliver in a targeted way on their
strategy (e.g., teamwork, innovation, or global).
 Berkeley Innovative Leader Development (BILD): We are launching a
program that complements the rest of our core in delivering the
specific knowledge and skills needed for innovative leadership. Our
programs encompass strategic, operational and people leadership. To
deliver the capabilities, we provide classroom instruction, learning
experiences outside the classroom, and a new Leadership Center.
 Institute for Business Innovation (IBI): Center for Teaching Excellence
(CTE):
  In the classroom we will more fully leverage the scholarly preeminence
of Haas and UC Berkeley, in part through our new CTE.
 Professional Faculty: One of our major advantages is our wealth of
strategically relevant professional faculty, which we will reinforce
through new fellowships and an integral role in our BILD program.

Skills set required beside course work for a business graduate:

1.

Broad-based/Jack of 10. Team 20. Clarity of

all trade Management Direction

2. Excellent 11. Computer Skills 21. Work smart

communication skills.
12. Networking 22. Ability to Sell
3. Confidence skills an Idea

4. Leadership 13. PR Skills 23. Practical

knowledge
5. Flexibility 14. Innovativeness
& Creative 24. Problem Solver
6. Interpersonal
Abilities 15. Entrepreneurs 25. Self-Motivated

7. Industry 16. Risk Takers 26. Ability to work

Knowledge & hard
17. Street smart
Contacts
27. worth the
18. Decision
8. Analytical Skills Money
Making
9. Time
19. Stress Handling
Management
 Transition from traditional to practical and innovative teaching of
business studies:
Today, there is increasing need of adding training content in traditional
coursework because of high demand regarding skills in job market. Need to
develop human resource through training is increasing day by day and today
almost all big organizations have started their own training programs to
fulfill skills gap that has been continuously ignored by business schools.

Yet more and more, organizations need highly capable employees—90

percent of the respondents to a recent McKinsey Quarterly survey1 said that
building capabilities was a top-ten priority for their organizations. Only a
quarter, though, said that their programs are effective at improving
performance measurably, and only 8 percent track the programs’ return on
investment.
Innovative training model:
Using a capability model that appraised nearly 50 aspects of leadership,
BGCA began to address the problem by undertaking a 360-degree
assessment of every local leader. Regression analysis helped BGCA to
correlate each aspect of leadership with local organizational performance on
crucial measures such as growth in membership and funds raised—measures
that it already tracked to assess the local organizations as a whole. Four out
of the 50 aspects contributed disproportionately to performance: the leader’s
ability to build an effective board, find and pursue effective revenue-
development strategies, use an investor’s mind-set toward programs and
resource development, and lead with personal tenacity and persistence.
BGCA therefore built its training program around those four subjects.
The program involved both intensive classroom work and a project chosen
by each local team; projects ranged from implementing new HR processes to
deepening the impact of after-school programs. By the end of 2009, over
650 leaders from approximately 250 local organizations had been trained.
Because the program was designed to improve specific organizational-
performance outcomes, the process of assessing its impact was
straightforward. Where the leaders of local organizations had received
training, BGCA compared their pre- and post-training results. More
important, it also compared the post-training results against those of a
control set of organizations, which had similar characteristics (such as
budget size) but whose leaders had not yet gone through the training.
Picking the right metrics is the key to creating real value from training.

Innovative suggestions for business schools to train their graduates

in required skills:

Business seminars and training courses can be improved greatly by fun,

games, action and music:

Human Bingo. How to get seminar participants or students to introduce

themselves in a fun way – and to recognize each other's strengths. Great
ice-breaker, particularly when participants have never met before.
.
The balloon game. A great way to demonstrate different thinking styles.
Wonderful for management or business seminars. Each participants inflates
four colored balloons to match his or her best strengths – then finds three
other people so they make a well-balanced team.
.
How to count to ten in Japanese. A practical demonstration to show how all
can learn much faster when they "see it, hear it and DO it."
.
The hat trick. One Australian restaurant lines its walls with party hats, and
guests wear any they like to create a hilarious atmosphere. Dryden and Vos
get students or members of their audience to wear "brain hats" to act out all
the different parts of the brain (a reptile hat for the "reptilian brain", a dog
hat for the "mammalian" or emotional brain, a two-sided cortex hat to
demonstrate both sides of the brain, a Chinese "pigtail" hat to demonstrate
the cerebellum or little brain at the lower back of the skull).
.
Six thinking hats. One of Edward de Bono's suggestions for teaching creative
thinking. Students or seminar participants choose from six different colored
hats – and each color views a problem in a different way.
.
The Aha! Game. An excellent way to teach business creativity.
.
The Think Kit: A Kaizen game to involve every member in submitting and
then linking ideas.
.
The Action Kit. A fishbone model for getting staff involved in setting agreed
action plans.

How to train graduates in effective negotiation:

Implementation strategy:

Get the big picture:

Avoid:
You have all facts, other side is biased, and other side motivation intention
are obvious
Instead:
Be curious, be humble. Be open minded.

Uncover and collaborate:

Avoid making open end offers like what you want, making unilateral offers
like I would be willing to, simply agreeing or refusing other side demands
Instead ask why it is imp 4 u, propose solutions for critique
Elicit genuine buy in:
Avoid threats like do it otherwise..
Arbitrariness like I want it coz I want it
Close mindedness like I will not accept at any cost no matter whatever
circumstances exist.
Instead, be fait open minded and logic and legitimacy

Introduction of teaching through visuals concept to effectively train

graduates beside subject knowledge:

Introduction to spatial learning:

 Spatial and sequential dominance are two different mental
organizations that affect perceptions and apparently lead to different
world views.
 Information deemed central to one viewpoint appears irrelevant from
the other perspective. Western languages are constructed out of non-
meaningful elements-- letters of the alphabet; Eastern languages
traditionally have been composed of pictorial representations.
  Perhaps the greater facility of Asian children in the visual-spatial
domain can be traced at least in part to the emphasis on visualization
in the linguistic system.
 Temporal, sequential and analytical functions are thought to be left-
hemispheric strengths, while spatial, holistic and synthetic functions
are considered right-hemispheric strengths (Dixon, 1983; Gazzaniga,
1992; Springer & Deutsch, 1989; West, 1991).
 However, most researchers agree that integration of both hemispheres
is necessary for higher-level thought processes.
Characteristics
 Individuals who exhibit stronger visual-spatial abilities than auditory
sequential abilities are considered visual-spatial learners.
 They do extraordinarily well on tasks with spatial components: solving
puzzles, tracing mazes, duplicating block designs, counting three-
dimensional arrays of blocks, visual transformations, mental rotations,
envisioning how a folded and cut piece of paper would appear opened
up, and similar items multidimensional.
 As toddlers, these children like to see how things work, and they enjoy
pulling things apart to see if they can reconstruct them.
 When given an ordinary toy, they will play with it long enough to
figure out how it works, and most likely never touch it again.
 They enjoy novelty and challenge.
 Visualization is a key element in the mental processing of visual-spatial
learners. If they are introverted, they will rehearse everything
mentally before they attempt it: walking, talking, reading, riding a
bicycle, etc.
 These children are usually fascinated with puzzles and mazes, and
have expert facility with them. They will spend endless hours building
with construction toys (blocks, lego sets, and tinker toys) or other
 materials, and their constructions are often quite sophisticated and
intricate in Design. Given the opportunity, these children often begin
quite young to have a lifelong love affair with numbers and numerical
relations. Music, etc.).
 Unfortunately, visual-spatial learners may dislike school because of the
overemphasis on lecturing, rote memorization, drill and practice
exercises, and the lack of sufficient stimulation of their powerful
abstract visual reasoning abilities.
 Lectures are more appropriate for auditory sequential learners unless
visual aids are used.
 Root memorization and drill are effective strategies for concrete
auditory sequential learners, but they are counterproductive to the
learning style of visual-spatial learners. Subject.
 When a student with powerful abstract reasoning abilities is asked to
use only the simplest mental facility of rote memorization, much of the
potency of the child's intelligence remains unused.

How to base education on visuals and how to deal with spatial learners:
 Avoid rote memorization.
 Use more conceptual or inductive approaches.
 Avoid drill and repetition. Instead, have them perform the hardest
tasks in the unit.
 Find out what they have already mastered before teaching them.
 Give them advanced, abstract, complex material at a faster pace.
 Allow them to accelerate in school. Emphasize mastery of higher level
concepts rather than perfection of simple r concepts in competition
with other students.
 Emphasize creativity, imagination, new insights, new approaches
rather than acquisition of knowledge.
  Creativity should be encouraged in all subject areas.
 Group gifted visual-spatial learners together for instruction.
 Engage students in independent studies or group projects which
involve problem-finding as well as problem-solving. Allow them to
construct, draw, or otherwise create visual representations of
concepts. Use computers so that material is presented visually. Have
the students discuss the ethical, moral and global implications of their
learning and involve them in service-oriented projects

Aristotle stated that, “without image, thinking is impossible 1997).

Proficiency with words and numbers is insufficient and must be

supplemented with additional basic skills as new and emerging technologies
permeate activities of daily living. A additional variation in learners is
present in those who may have difficulty with comprehending the spoken or
written language, particularly those with language barriers, learning
disabilities, and hearing disorders (Flattley, 1998)

Defines visual literacy as “the ability to ‘read,’ interpret, and

understand information presented in pictorial or graphic images” (p.
114). Associated with visual literacy is visual thinking, described as “the
ability to turn information of all types into pictures, graphics, or forms that
help communicate the information” If visual literacy is regarded as a
language, then there is a need to know how to communicate using this
language, which includes being alert to visual messages and critically
reading or viewing images as the language of the messages explores the
possibility that the visual arts taught in a constructivist learning environment
can enhance visual literacy skills.

 Technology, particularly the graphical user interface of the World Wide

Web, requires skills for reading and writing visually in order to derive
meaning from what is being communicated.
 Two major approaches have been suggested for developing visual
literacy skills (Heinich et al., 1999).
 The first is to help learners read or decode visuals through practicing
analysis techniques. Decoding involves interpreting and creating
meaning from visual stimuli.
 The second is to help learners write or encode visuals as a tool for
communication. Verbally. Because pictures or illustrations are analogs
of experience and are only one step removed from actual events,
these visual representations may be able to capture and communicate
the concrete experience in various ways.
 Required. Students need to learn visually and teachers need to learn
to teach visually. West (1997) conveys an innovative mathematics
approach whereby students “do” mathematics rather than “watch”
mathematics. The technique emphasizes learning through interactive
graphics without words. “The words go into an idea only after the idea
has already settled in our mind” success.
 Chanlin (1998) reports how lessons with no graphics, still graphics, or
animated graphics influence students with different prior knowledge
levels as they attain procedural and descriptive knowledge. When prior
knowledge is low, graphics, either still or animated, are better for
learning descriptive facts than lessons with text only, yet learning
procedural facts does not appear to differ with the use of text or
graphics. However, students with a high level of prior knowledge of the
subject responded better with the animated form of graphics in
learning descriptive facts, but responded better with still graphics
when learning procedural knowledge.
 Animated graphics are not superior to still graphics and may even be
distracting to learning if the motions are inconsistent with how
students process the visual information learning.
 Their findings indicate that the use of color graphics in instructional
modules as opposed to black and white graphics promotes
achievement, particularly when learning concepts. 1999) suggests
that most learner prefer color visuals to black and white visuals, but
that no significant difference in the amount learning occurs except
when color is related to the content to be learned.
 In addition, the study indicates that young learners prefer simple
visuals and older students prefer complex visuals, ye simpler visuals
are usually more effective regardless of the age group.
 Results suggest that the multimedia summary is more effective than
the verbal summary, and that the multimedia summary alone is more
effective when it contains a small amount of text rather than a large
amount of text. Their together. However, the subjects in this study
had a low level of knowledge of the subject; the researchers note that
they would not have expected the same result with experienced
learners.
 Story maps that can be depicted as vertical or horizontal flow maps
 Venn diagrams that prove useful in analyzing similarities and
differences between two or more concepts, and frameworks for
webbing that encourage thought regarding the whole and its parts are
examples of visual organizers.
 KWL frameworks link prior knowledge with what the learner wants to
know and with what the learner has learned