You are on page 1of 14

Teaching methodology of different Engineering & B-school at Jaipur

By
Chandan Chowdhury & Chandan Singh

Udai Institute of Management Studies, Jaipur
"Creating Strategic Leaders with Global Mindset

This has lead to an increasing interest in the development of education programs to encourage and enhance entrepreneurship and a recognition that much research needs to be carried out into what makes an entrepreneur and how these characteristics may best be imparted. as an androgogical approach. On the hand. This is a study that helps to bridge the gap between bookish knowledge and its practical implementation. the acceptance of technology-based method against traditional lecture-based method is still controversial. are pedagogical approaches which focus on course content. we have found that there are a lot of reference on the field of teaching pattern but not relevant to the comparison of between Engineering & Management. The alternative orientation. up to 1984. McMullan and Ray (1989) discuss the limitations of the present business school model in fostering and developing entrepreneurship. Dainow (1986) conducted a survey of the entrepreneurship education literature for a ten-year-period. adaptive and transformative. emphasizes process. For some time there has been widespread recognition that entrepreneurship is the engine that drives the economy of most nations.Introduction Recent year we have seen the fast growth of technology application in all kind of walk including education industry. Here I am going to survey which method is widely preferable among the students from technical background(Engineering & Management) at Jaipur. rationalization. conformist. it noticed that technology based education helps you to learn matters without the direct involvement of any faculty. However. Statement of problem To identify the exact reason behind the absenteeism of students across the academic year in technical institutes Purpose of the research To find the deviation of teaching methodology between traditional & modern pattern in technical institutions Review of literature While doing the review of literature. In their view an entirely new paradigm is required that includes functional differentiation. Three of these. 2 . Bechard and Toulouse (1991) draw on a framework from the educational sciences to contrast four educative orientations.

Ho(null): There is no difference between engineering & management college on teaching methodology H1(alternative): There is a significant difference between engineering & management college on teaching methodology Key terms Type of research: Population : Sample size : Time frame : Instruments : Descriptive Student at Jaipur 120(10 colleges) 15 days Random questionnaire Objectives of the Study y To study the satisfaction of the student in different Engineering & Management College. 3 . Each also emphasizes a particular aspect of the role of entrepreneurship education. Kao (1994) outlines the shortcomings associated with the general-management model as it applies to teaching entrepreneurship and argues for the creation of entrepreneurship education as an independent academic discipline. Ivancevich (1991) argues for entrepreneurship as a mechanism to enhance entrepreneurial behaviors and to bridge the gaps between the functional areas. Here I have two hypotheses. Ronstadt (1987). McMullan and Long (1987). Working hypothesis Hypothesis means assumption based on some relevant facts or condition or rationalization. In a similar vein. Each highlights the growing body of entrepreneurship literature and systematic theories necessary for recognition as an established discipline. practice and participation. McMullan (1988) and Plaschka and Welsh (1990) discuss the emergence of entrepreneurship as an academic discipline and its role within the traditional business school structure.Flexibility and customization. Ivancevich (1991). technological receptivity and internationalization.

hands-on learning experiences that gives ongoing opportunities to bridge academic theory and real-world practice. you'll find a variety of ways. including case studies. Limitation of the Study y The data obtained depend on the responses or perception of the student. we are going to discuss in brief about different teaching methodology in different paradigm of education. y There may be the personal bias of the respondents. Teaching Methods (modern) y y y y y y y y y y y Case studies Quiz Learning labs Problem-solving sessions Role-plays Films Team projects Dummy money Simulation Audio visual Management games 4 .y To study the student opinion towards teaching method. y To suggest suitable method to increase the student interest towards education. Here. which affect the results of the research. Because there is no one approach can effectively address the range of challenges you'll encounter throughout your career. Diverse Teaching Methods One Size Does Not Fit All In the current educational platform. this diverse education is designed to give you the breadth and depth of skills and experience you'll need for success. and simulations. It is firmly believed in learning by doing. role-plays. Being a small program enable to provide students with intimate.

But. Learning labs In this method. All the management students learn the practical business situations from the various business case studies of all the global companies. The sales training skills are taught in that manner. When playing with vigor and zeal they will learn. the games help them to get away from the routine. Varieties of games are available from ice breaking to risk taking. In the market computerized Quiz packages 5 . Management Games Games are always fun and exciting for all irrespective of age. This gives the clear knowledge about the Business tactics needed when the student goes to the field. The games may be played indoor and outdoor. Normal lecturing method bores the students. Students may miss the wood for trees.Case study This is one of the oldest practices from Harvard school. Role-play This is also one of the modern techniques used to inculcate the real Internalization of the character and situation. The students will learn the concept and theory by funny way. Stepping in to one's shoes and acting like that will not come easily. the outside faculty or facilitator comes to present there views or knowledge which is equally important for both. Workshops are conducted for both Students and Faculties. here there is a risk. this role-play method triggers you to act as such in the situation and like the person. In India in top Indian Institute of Management (IIM) on an average 2000 cases are being discussed and analyzed in the classroom. The involvement from the participants is cent per cent. Quiz Quiz is one of the techniques used to test the student's involvement and excitement in winning prizes. The Games the participants play with interest and zeal. After Kaun Banega Crorepati students are overwhelmed to contest in quiz. But. In these workshops. So the teacher has to complete by linking the purpose of the game and the concept derived out of it.

Then the teacher can explain the concepts with the films message. Simulation games Simulation games are in the rise in modern techniques. the incubated. Audio-visual This Audio-visual method is used extensively in classrooms for the lower level to higher-level courses. It is the simplest way to impart. Other methods Anything other than full length lecturing.available with count-down timings. They invest as real money in stocks. good understanding and effective team work that makes the topic easily understandable. Team projects In this method. Rather than practical situation. Usually 2-4 members are made as a group. at the end of the game the real risk taking ability of the participant is measured. Dummy money To Measure the risk taking ability of the students dummy currencies are given to them. 6 . students are provided a topic of their field on which they have to make a team so that delegation of work can be done properly. Audio alone also can be used separately. The teacher may ask the participants. In some Institutions real money is also given by getting sponsor from corporate. collective decision making skills are also injected. For various management concepts various films are available to teach. appropriate methods relevant to the concept can be decided by the faculty to make the participants understand and learn once and all. This practice keeps the audience in live wire throughout the sessions. imaginary situations are created to solve with keen interest from the participants. what they have seen. Films One of the Powerful tools is film. commodities and the like. First the film is shown to the Participants. They have to gather relevant information with explanation.

 Mode of presentation is stressed: visual pictures. insights. some emphasize memory and others understanding. underlying principles are inferred. discussions. 7 . Some instructors lecture. Teaching methods also vary. 2. sounds? (Other sensory channels touch. memorizing and visualizing and drawing analogies and building mathematical models. or intuitive (internal) possibilities. hunches? y Through which sensory channel is external information most effectively perceived: Visual Pictures. or globally in large jumps. films. There are two horizon of learning: 1.  Organization of the presentation: inductively phenomena leading to principles. holistically? Teaching style may also be defined in terms of the answers to five questions:  Information is emphasized by the instructor: concrete factual. reflecting and acting. some focus on principles and others on applications. or deductive principles are given. physical sensations.Teaching styles in engineering Students learn in many ways by seeing and hearing. graphs. A student s learning style may be defined in large part by the answers to five questions: y What type of information does the student preferentially perceive: Sensory (external) sights. theoretical. or deductively principles leading to phenomena. By students. By professors. others demonstrate or discuss. demonstrations. demonstrations. taste. or reflectively through introspection? y How does the student progress toward understanding: sequentially in continual steps. and smell are relatively unimportant in most educational environments and will not be considered here. steadily and in fits and starts. reasoning logically and intuitively. diagrams. consequences and applications are deduced? y How does the student prefer to process information: actively through engagement in physical activity or discussion. readings. or abstract conceptual. or auditory words. diagrams.) y With which organization of information is the student most comfortable: Inductive facts and observations are given. sounds. Here I am going to mention some of the styles of teaching which is followed worldwide in general. or verbal lectures.

Dimensions of Learning and Teaching Styles Preferred Learning Style Sensory intuitive Visual Auditory Inductive Deductive Active Reflective Sequential Understanding Processing Organization Input Perception Corresponding Teaching Style Concrete Abstract Visual Verbal Inductive Deductive Active Reflective Sequential Perspective Student participation Organization Presentation Content 8 . move. or passive students watch and listen. or global context and relevance (the forest).  Type of perspective is provided on the information presented: sequential stepby-step progression (the trees). Type of student participation is facilitated by the presentation: active students talk. reflect.

Student Exchange Programme Here. students have to undergo a minor research process where they have to make a article on some practical topic with the help of survey and hypothesis testing that helps to reach a pragmatic conclusion. some students of institutes are being sent to another institute for crossculture learning. Minor research Some management institutes do practice this innovative method. we have made a questionnaire which consists of some relevant queries. to enhance your adaptability. management institutes are not beyond from these. able to implement what they have studied. We went to different colleges to interact students from engineering as well as management background. In this method. Data collection: First of all. Here. We have selected the random questionnaire process. But some additional procedures are also being there. Duration may be 2 4 weeks. Here. Students are facilitated to visit different industries to horn their practical knowledge. It helps you to learn different peoples psychology. I got the different rating of students preference. 9 . experts from different fields are come to share their experience that helps to increase your practical cognition.Teaching methods in Management institutes As I have already mentioned the different teaching methods & styles. Conference & fair This is the process where students from different institutes are welcome to attend conferences of fair organized by some college or company. Industrial exposure This kind of practice is widely done in management institutes.

Feed back of Colleges in Jaipur Methods Traditional Method Problem. 10 College Project Quiz . It clearly shows that management aspirants have much appreciation to the modern teaching methods over the engineering aspirants.Solving Written Test Modern Method Presentation Audio Visual Satisfaction Teaching Methodology 206 371 Assignment Case Study Workshop Types Role Play Research Oral Test Lecture Engineering Management 233 408 204 382 236 420 225 377 226 426 152 406 73 417 256 392 64 333 187 408 30 352 37 392 26 392 187 342 This is the precise data of different types of teaching methodology in engineering & management colleges.

11 .

assignments and projects as learning medium y Students of management prefer applied based like case study. presentations as learning medium y Engineering students are not fully satisfied with their teaching methodology y Satisfaction level of management aspirants are quite higher y They need some modern way of teaching so that their theoretical knowledge can be applied in practically 12 ..118033 34.605 which are lesser than counted value i. Hence we reject the null hypothesis.Observed frequency for Management College Traditional Modern Satisfaction Observed frequency for Engineering College Traditional Modern Satisfaction 403 387 357 224 103 197 Expected frequency for Management College Traditional Modern Satisfaction Expected frequency for Engineering College Traditional Modern Satisfaction 430 336 380 (O-E)2/E 1.=(C-1)(R-1) 2 Comment Tabulated Value on degree of freedom 2 at 10% level of significances is 4. It means there is significance difference of teaching methodology between Engineering and Management College.742163 7. it has cleared that there is some noticeable deviation between modern/traditional teaching methodologies.42. As per the respondents responses y Students of engineering prefer lecture.4275 197 154 174 d. Findings Throughout the research.e.f. 34.70011 3.629344 1.424455 (O-E)2/E 3.813474 16.

Questionnaire for Engineering/Management Students Name Age College Name E-mail : : : : Work Experience : (If Any) Preference Teaching Methods (Marks between 1-10) Traditional Lecture Assignment Written Test Oral Test Problem Solving Score Modern Presentation Case Study Workshop Quiz Project Role Play Audio Visual Research Score y Are you satisfied with your teaching methodology? y Are you satisfied with your college? _________________ Signature 13 .

JSBE. rev. J.´ Engineering Education. G. K H. pp. (1985). Cosgrove. ³Assigning Students to Groups for Engineering Design Projects: A Comparison of Five Methods. A. `A Controlled Experiment Relating Entrepreneurial Education to Students' Start-up Decisions'. D. pp. 1991. pp. Reynolds. and R. 83. Foster. pp56-63. G. MA. Van Clouse. ASEE. no. R.References :Dixon. 56-62. Brickell. B. (1990). Singh. 1991. 1991 ASEE Annual Conference. `Entrepreneurship Education as a Catalyst of Development in the Third World'.. Porter. J. Boston: McBer & Co. H.. Babson College: Wellesley. pp489-497.´ Proceedings. F. March. 7(4). ³Team Projects I an Advanced Microprocessor Course. ³New Goals for Engineering Education. B... `New Developments in Entrepreneurship Education'. Learning Style Inventory: Technical Manual. 28(2). 1994. Vesper. D. 14 . ed. Kolb. 259-262. N. D. (1990). L. 3. 124-127. FER. J. JSBM. M. pp45-53.´ Mechanical Engineering. (1978). vol.