Thesis

RELEVANCY OF MANAGEMENT
EDUCATIONAL FOR OCCUPATIOAL

REQUIREMENTS
by
Binod jaishi
A thesis submitted in partial fulfillment of the

requirements for the degree of
Master in business studies (MBS)
Tribhuvan University
2009
Approved by Prof Dr Jaya Krishna Pathak ___________________________

(Chairperson of Research Committee)
Prof Dr Puskar Bajracharya ____________________________

(Thesis Supervisor)
Prof Dr Dev Raj Adhikari______________________________
(Head of the Department)
___________________________________________________
Program Authorized
to Offer Degree __________________________________________________
Date March 2009

TABLE OF CONTENTS
Chapter 1 1-11
Introduction
1. Background of study 1
1.1 A profile of T.U 1
1.2 Historical Development of Management Education 3
1.2.1 Development of management Education in Nepal 3
1.3 Statement of the Problem 5
1.4 Objective of the Study 8
1.5 Need of the Study 9
1.6 Limitations of the Study 10
Chapter 2 12-24
Literature Review
Research gap 24
Chapter 3 25-28
Research Methodology
3.1 Research Design 25
3.2 Sources of Data 26
3.3 Population and Sample 27
3.4 Data collection procedures 28
3.5 Data processing 28
Chapter 4 29-54
Analysis and Interpretation of Data
Chapter 5 55-66
Summary, Finding and Recommendation
Summary 55
Finding 58
Recommendation 64
Reference
Appendix
List of Table Page No
Table 1 Job involvement of pass out 31
Table2 Relevancy of MBS program for Jobholders
Since they joined the job till now 32
Table3 Comparison of the relevancy of the program for
past present and future jobs of the respondents 36
Table4 Fruitfulness of the different parts of the course

of job holders 38
Table5 Reason for fruitfulness of the program and their

respective ranking 39
Table 6 Opinion regarding the use of knowledge gained
from MBS program 40
Table 7 Correlation on general attitude toward work and
Career 42
Table 8 Reasons behind the need for the improvement of
the MBS program 47
Table 9 Views on improvement aspects of the program
and their respective ranking 48
Table 10 Opinion regarding appropriateness of course
Contents 49
Table 11 Which part of the course need to be improved? 50

Table 12 Alternative examination system desired by
pass outs 51
Table 13 Perception regarding the method of imparting
Knowledge that have been used in MBS program 52
Table 14 Opinion regarding the importance of the role of
agencies/ association for program improvement. 53
List of Chart/ Figure
Figure No. 1: Relevancy of the program for the pass-out

present job 33
Figure No. 2: Nature of job of pass-out 34
Figure No. 3: Relevancy of the program for the pass-out
Future job/careers 35
List of Box
Box No. 1 Respondents Categories 27
Box No. 2 A profile of general background of pass-out 30
ACKNOWLEDGMENTS
After the months of toils and hard work today I felt sort of satisfaction seeing
my much-awaited labor form this shape. There are number of people behind
this work for whom few words of thanks giving will always be less then
enough.
First of all I would like to express my heartfelt gratitude to my thesis guide &
supervisor Prof. Dr. Puskar Bajracharya for his valuable guidance, suggestions
and encouragement throughout the research period without which the present
work would not have been in this form. I would like to thanks lecture, Bhawani
Shankar Acharya for encouraging and guiding me to conduct this research.
I would also like to thank all the graduates who mere kind enough
to spare their precious time in filling out the questionnaires and mere helpful in
sharing their insights to my research. Thank you for your participations.
I would also like to remember all the Liberians of T.U. central
library for providing me the materials needed for my research.
I also want to thank my parents, relatives and friends who have been
a constant source of inspiration to me.
BINOD JAISHI
Researcher
Relevancy of Management Education for Occupational Requirements
Chapter 1
INTRODUCTION
1. Background of the study
Management education is education for whole process of management.

It aimed at developing a broad range of abilities based on appropriate
knowledge attitudes and skill. It provides professional managers who are
result-oriented, effectively deal with the modern business world and
successfully handle complexities of dynamic business.
Management education plays a vital role in increasing the supply of

competent managerial manpower required for the developmental tasks
and thus in attaining socio-economic development. Management
competence for the purpose of efficient and effective functioning of
business and other sector of the country depends upon the institution
entrusted to provide such education.
1.1. A profile of TU
Tribhuvan University came into being in 1959 as a memorial for His

majesty late king Tribhuvan, their Majesties, the Queen mothers (Kanti
Rajya and Ishori Rajya), put the inscription of TU. The university was
formally opened on Ashadh 30, 2016 BS. (1960) which was also the 53 rd
auspicious birthday of the king Tribhuvan. Before the establishment of
TU, there were a limited number of institutions offering higher education
in Nepal. Tri-Chandra College, the first college of the country, was
established in 1918. After the advent of democracy in Nepal in 2007 B.S.
(1951), there was a spurt in the growth of colleges over the country. Most
of these colleges offered arts, commerce and law courses. Only a few of
them offered science courses. Earlier, all these colleges were affiliated to
Patna University of India. The Sanskrit colleges were affiliated to the
Hindu Sanskrit University at Vanarasi, India. The college of education
that was established in 1954 had no affiliation to any university.
Initially TU was established at Tripureshwor. It was, later on shifted to

Kirtipur. After the establishment of TU in 1959 all the colleges in Nepal
were brought under its umbrella. Management of higher education in
Nepal has become a challenge to the country for many years. Previously,
the system of higher education was more or less a prototype of Indian
universities though several courses related to Nepalese context were

introduced. Gradually, elite groups of the country begun to think about
the Nepalese education system. They found that the education system was
virtually a carbon copy of lord Macauley’s education system of India. But
today the scenario has been changed. Efforts have been made to make
education system
relevant to the national need of the country. During this period of time
other universities also came into being. Till now we have five universities
in the country viz., Tribhuvan University, Mahendra Sanskrit University,
Katmandu University, Purbanchal University and Pokhara University.
1.2 Historical Development of Management Education
Management education was first originated in a few industrialized

countries in the west. In the USA, it was started in 1881 when the
Wharton school of finance and commerce was set-up at the University of
Pennsylvania (Agrawal, 1969). As compared to the USA, the
development of management education started late in the UK. For
example, management education in the UK was being studied at
Manchester College of science and technology as early as 1922 (Jarman,
1973). Most developing countries adopted management education models
as inspired and influenced by western prototypes to their needs and
environment.
1.2 .1 Development of Management Education in Nepal
Management education was introduced in Nepal with the affiliation of

Patna University, India in 1954 to cater the needs of trained manpower to
banks, government agencies and the industrial and commercial sector in
general. The idea for this education was generated by some enterprising
and visionary Nepalese individuals who had just completed their higher
education in India. For Nepal, India remained the ideal place for
education since the time, when the Hindu civilization spread in this
continent. Because of geographical nearness and easy access, India has
been a model for Nepal to follow. Thus, in the beginning management
education for Nepal was designed to look at its importance in banks,
government agencies and the industry and commerce in India (Parashar
Koirala, 2062 BS)
With the establishment of Tribhuvan University in Nepal in 1956, the

department of commerce came under the umbrella of Tribhuvan
University for academic activities like curriculum development,
examination and monitoring. During that period, some of the
campuses/collages were managed by the government and the rest of
others were managed by public in general. Tribhuvan University used to
manage the post graduate programmed only. The objective of introducing

this programme by University was to give theoretical knowledge to
students opting for accounting jobs as profession. The Tribhuvan
University brought all colleges/campuses under its managements
constituent campuses irrespective of their status as government college,
private college, and public college with the introduction of national
education modeled on American semester system of education with
decentralized examinations at campuses situated at different regions of
the country in 1974(Parashar Koirala, 2005). But the model did not last
for long period due to so many reasons. The commerce education
curriculum from the intermediate to the master’s level was changed to
incorporate components of management education. The name of the
institution and degrees awarded also went several changes during the
transition phases of the National Education system plan.
At present there are five universities in the country, out of which four
universities provide management education in the country except
Mahendra Sanskrit University, other four universities provide
management education. They are – Tribhuvan University, Katmandu
University, Pokhara University, and Purbanchal University.
1.3 Statement of the problem

One indicator of high level of educated unemployment rate is the high

number of applicants to the limited positions offered. This is obvious in
all places in Katmandu and other major cities of Nepal. Another
indication shows that people are dissatisfied with higher education so that
these days thousand of students go to India and other countries in search
of quality education.
These indicators clearly show that the Nepalese people have serious
doubts about the ability of the Tribhuvan University to provide quality
and relevant education to talented Nepalese youth who will lead the
nation into the twenty first century. (T.M.Shakya, TU Special bulletin
2001)
Moreover, the fad for higher demands of foreign-breed candidates by the

employers themselves aggravates this situation further. This is the high
time to look within our education system to spot out weak areas for
strengthening them to make it more competent in the market. It is quite
essential to analyze the nature of challenges and job responsibilities. The
management graduates have to face the inequality and the demands of
user organizations of management graduates so as to incorporate the
outcome of such analysis in the years to come.
Various researches indicate the gap in the existing program and

expectation; a research was conducted to assess the MBA of
Tribhuvan University. The study by B. S. Acharya (2000) was aimed
at attempting to correlate MBA education with its application in the
practical work life; analyzing the factors that cause mismatch
between MBA education and job requirement. The result was
positive. It was found that there is a relevancy of MBA education in
daily practicing life. But the respondents were not satisfied with the
system of TU, especially the exam system.
Another research was conducted to assess the MBA program of

Kathmandu University, by group of researcher Rupesh K. shrestha,
Pabitra Lal Chuke, Sandipa Thapa Basnyat, and Krishna Raj
Adhikari. (2008) Which was aim to analysis whether the MBA
program of KU, add value to the student. The result was found
positive; the MBA from KU gained satisfaction in the achievement
of personal goals and competencies. But, rapid and unpredictable
changes in the business environment – with scarcity of energy, global
competition for markets and constant need for innovation- have
placed a tremendous burden on present day managers. Under these
conditions the graduates of MBA programs are expected to be
strategically better thinkers, planners and leaders.
Unfortunately, according to many, the MBA in most cases fall far

short of expectation. The general criticism leveled against business
education, and specifically against MBA, is that modern business
education has become largely irrelevant to business practice.
No research to date has been conducted to assess the relevancy of

MBS program run by Tribhuvan University. Therefore it is the high
time to analyze the existing situation of management education
provided by Tribhuvan University.
As per the felt need to highlight the existing situation to trace out the
real problem and to suggest recommendations to the person and
institution concerned with it.
1.4 Objective of the study
The primary objective of the study is to assess how far the university
education is relevant to the requirement of the business and other sectors,
especially user organization of management graduates from Tribhuvan
University.
More specifically, this study aimed at
1. To identify the applicability of Tribhuvan University

Management education in the practical work life.
2. To identify the factors responsible for the mismatch

between the management education and job
requirements, if any.
3. To recommend measures to improve management

education to the concerned departments/faculty, policy
markers, and other concerned agencies.
1.5 Need of the study
This study is more significant in the present context when there is

growing dissatisfaction in the guardians, employers’ students and
the educators themselves about the situation of higher education in
Nepal. So, it is pertinent to conduct a study regarding the efficacy of
higher education in the lives of the people at work before chalking
out any concrete programme to alleviate present situation.
This study is important because
1. It provides input for the policy makers in terms of

where lies the weakness and helps them in
formulating really feasible educational program.
2. It pinpoints the root cause of the problem lying

underneath.
3. Hence, the new program based on such studies shall

help in fostering and meeting quality aspirations of
seekers of higher education, drastically cutting down
investments on higher education abroad, as well as
developing capable human resource required for
country’s overall socio- economic development.
4. This study shall be much significant in the present

situation when the multi-university concept has
already materialized and Tribhuvan University is
expected to be much dynamic and competitive with
any other indigenous universities.
1.6 Limitations of the study:
The status and relevancy of management education is indicated not

only by the institution that solely undertakes academic programme.
The institution providing training and conducting research studies;
the employing organization attitude, scope and ability to provide
chances to use acquired knowledge and skills, the candidate himself
abilities, motivation and period of service to use knowledge etc. are
equally responsible for the propose. But this study mainly
concentrates on management education in terms of master

programme run by the faculty of management under Tribhuvan
University. Thus the subject includes the pass out from the faculty
but not elsewhere. The study does not cover the integrative
perspective of other similar agencies and institutions. The study
excludes the absorption aspect of pass outs. Keeping in view the
shortages of sources of specific literature, effort have been made on
reviewing the only available descriptive, opinion based and
interviews based publication.
More specific limitations of the study are
1. All subjects/respondents are those management

graduates that are working in the financial institutions
and enterprises of one kind or the other in Katmandu
valley.
2. The result of this study may not be representative of

all the faculties of all the levels of higher education in
Nepal.
Chapter 2
L ITERATURE REVIEW
Management education is the education for whole process of

management. It aims at developing the broad range of abilities, based
on appropriate knowledge, attitudes and skills to enable managers to
cope with variety of organizational and situational contexts
(Jarman: 1973).
It aim should also be develop certain qualities of character and

personalities, a capacities for exact analysis, ability to work with
people and some experience in decision making (MEDO Report,
1969)
The broad aim of the management education curricula should enable

the students at least to –
 Internalize the relevance of concept tools and techniques

necessary to analysis and resolve the management problems.
 Gain familiarity with broad range of management problems.
 Sharpen the ability to diagnose problem, identify alternative

course of action formulate criteria for evaluating these
alternatives, and determine the course of action to ensure
successful implementation.
 Develop communication skills (Balkrihnan & Seshan)

Management education in Nepal began with teaching commerce

courses at Trichandra colleges in 1954. At its inception it had heavily
borrowed Indian module commerce education with slight
modification, only after the establishment of Tribhuvan University;
postgraduate level commerce education was added. But it nature was
neither of indigenous type nor a model in conformity with national
requirements till 1973(Pradhanan 1980 47-48)
Management of higher education in Nepal has become a challenge to

the country for many years. On the one hand nation has the shortage
of required educated manpower and on the other hand there is a mass
of educated unemployed in the country. The problem of higher
education in Nepal is not, therefore, intrinsically a problem of
number.
It is also the problem of quality, problem of relevance and problem of

matching the output with the needs of the nation. (Acharya 1992:76)
and management education is also not far from this reality.
With the introduction of the national education system plan (NESP)

the old commerce education was turned into business administration,
commerce and public administration. Prior to the introduction of
public administration within business administration, the courses of
public administration were taught as a separate short-term program.
Later the institute of business administration commerce and public
administration carefully revised its curriculum and made
management oriented by introducing more management and job
related courses. Forth amendment of TU act has revised the program
launched by the institute and renamed management under the faculty
of management. (Upadhaya, 1989:33)
Basic objective of management education in Nepal is to meet the

needs of management manpower within and outside the public sector
with sufficient exposure in various concepts of management for
development of the national economy. With this realization the
faculty of management has set the following objectives (Central
Department of Management, 1988:1)
1) To educate students for professional pursuits in

business, industry and government;
2) To contribute and increase the knowledge and

understanding of business and administration; and
3) To provide an opportunity for the student to develop

professionalism in management.
The objective of management education is to produce

professional managers, who are result –oriented, can effectively deal
with the modern business world and successfully handle
complexities of dynamic business. Textbook knowledge is not only
qualification that makes a manager successful in business. There are
many other aspects we must not forget that a professional manager
must possess, and they are definitely part of management education.
But an analysis of present scenario of masters programme in
management in Nepal does not justify the fulfillment of the above
objectives. The type of masters program in management and the way
it is run by the Tribhuvan University have raised a serious question
about its recognition and drawn the attention of many. Often we hear
that the master degree in business offered by T. U. has not been
recognized by universities abroad and even business firms in and
outside the country. This is quite embarrassing to the university and
Faculty of management and the authorities must not delay in
investigating the realities and taking measures to step up its program

by all means for accreditation (Pradhan, 1989:1)
Till now, we have four universities viz., Tribhuvan University,

Kathmandu University, Pokhara University and Purbanchal
University, which provide management education in Nepal. Last two
Universities are quite new and their performance is not known to the
general public. The only competitor, in theory, to the T.U. is K. U.
but due to the number of students as it teaches; it is not much
significant to compare K. U. with T.U. in this regard. Under T.U.
there are a total of eight campuses, five in Kathmandu Valley, one in
Palpa, and one in Biratnagar and one in Pokhara that run Masters
program in management.
The program run by these campuses must be evaluated in the light of

prevailing conditions before we claim whether they are really what
they are supposed to be. We can produce what we want of whatever
quality and give whatever name we like; but we certainly can not
claim more than what it is actually worth and can not price at
whatever we like; the market determines its value. It is the market,
the buyers, who have final say about the fitness of the products for
their purposes. This is what we mean by business. Let just produce &
dump them undersold or unsold in the market. That’s not business
(Pradhan, 1989:6)
Management education plays vital role in the process management

development in the scene that the active part of former can only
develop and supply required variance manpower to the nation.
Unfortunately in case of Nepal, because our low quality, inferior and
inadequate managerial institution and intellectual and infrastructure
inadequate, many ambitious management students have to go abroad
for education. Thus, we are losing a huge source of income. But our
education institutions, including the Tribhuvan University, have not
taken this issue seriously. During the last few decades after the
inception of commerce education , now renamed as management
education the university has just changed nomenclature and course
curriculum now & then . They have never attempted to modify,
modernize and update and approaches and teaching methods to suit
contemporary national and global needs (Joshi & T
Uladhar ,1996:29)
In today’s context, neither the government or Tribhuvan University

management nor the society is prepared to make higher investment in
management education, particularly in Tribhuvan University. How
can you expect to produce qualified managers with average annual
investment per student at Rs. 1950 as compared to Rs. 20000 to
50000 to produce and engineer or an doctor. The major problem of
management education in Tribhuvan University has come from part
time programs, part time teachers and part time students. This
situation needs to be tracked effectively and boldly by all concerned
(Koirala 1991:1)
Of course, the contribution of management education along with its

MBA program has contributed a lot to the nation, which cannot be
overlooked by any one. It is also true that the courses offered and
manpower produced by it is not well accepted internally &
externally. Very recently the FOM has changed its old MBA
program and has renamed as MBS. It is also planning to open a
totally new MBA program. This also justifies that T.U. authorities
were also not satisfied with their previous MBA program.
Many researches have been conducted for the assessment and

comparison of MBA programs in the world. There are different
motives for undertaking MBA. These motives differ as per the MBA
participants. For the individual, the reasons for undertaking an MBA
are to improve career prospects, through gaining knowledge of
management and achieving the competencies needed for success in
working life. Some studies have measured this effect. Boyatzis and
Renio (1989) indicate some positive attributes gained from MBA
studies. They compared 72 applicants for an MBA with 27 MBA
graduates and found a higher level of self evaluation for the MBA
graduates in six managerial skills. This demonstrates some possible
advantages gained from MBA studies.
Other participants of MBA programs are those companies, which

employ the graduates. Espey and Batchelor (1987) indicated the
value contributed by an MBA especially tailored for a specific
organization. They reported how the company gained from having
projects and dissertations relating to real needs of the company,
making the graduates better managers more involved and committed
to the company and with greater self-development and self
actualization. The conclusion was that MBA studies lead to better
decision matters Kane (`1993) found the increasing importance of an

MBA recruitment decision in his study.
Other important participants of MBA programs are business schools

(schools of management). The number of schools offering MBA
program is increasing. The number of schools offering MBA
program is increasing. At the same time there is a strong competition
among them for the students. The measuring rod of business success
is how it prepares its graduates to meet the needs of business life.
Individual, organizations and business schools are looking for the

value addition by MBA program. Do MBA studies really provide the
unwritten promise of added value? This can be a prevalent research
question. Some studies have been made on this subject Tracy and
Waldfogel (1997) evaluated MBA programs by analyzing graduate’s
salary.
Yahuda Baruch (2002) had conducted a research aiming to answer

this question. This study concluded that the investment in an MBA
bore fruit from the perception of graduate. The participants seemed
to be satisfied with the degree and with their careers. Having an
MBA is basic demand for achieving a senior management position.

The added value of and MBA was found chiefly in the satisfaction
gained for the achievement of personal goal and competencies.
Location specific research for assessing the quality of MBA has also
been conducted in different parts of the world. Three professors of
University of Port Elizabeth combined research on status and nature
of MBA in South Africa. Their objective was to compare and
contrast the opinion of MBA graduates and employer on relative
importance of core courses for running a business and management
skills and traits required in the business environment. The main
findings emphasized relative importance attached to core courses and
management skills and traits by both MBA graduate and employer
respondent. Similarly, Mark A. Kretovicsm (1999), college of
business, Colorado State University has studied about the outcome of
an MBA program. The result indicated that the MBA program
studied the learning skills of its participants compared to entering
student scores and control group. It said that an MBA program does
add value to students that is not necessarily obtained through work
experience alone.
In Nepal, a research was conducted to assess the MBA of Tribhuvan

University. The study by B. S. Acharya (2000) was aimed at
attempting to correlate MBA education with its application in the
practical work life; analyzing the factors that cause mismatch
between MBA education and job requirement. The result was
positive. It was found that there is a relevancy of MBA education in
daily practicing life. But the respondents were not satisfied with the
system of TU, especially the exam system.
Another research was conducted to assess the MBA program of

Kathmandu University, by group of researcher Rupesh K. Shrestha,
Pabitra Lal Chuke, Sandipa Thapa Basnyat, and Krishna Raj
Adhikari. (2008) Which was aim to analysis whether the MBA
program of KU, add value to the student. The result was found
positive; the MBA from KU gained satisfaction in the achievement
of personal goals and competencies. But, rapid and unpredictable
changes in the business environment – with scarcity of energy, global
competition for markets and constant need for innovation- have
placed a tremendous burden on present day managers. Under these
conditions the graduates of MBA programs are expected to be
strategically better thinkers, planners and leaders.
Unfortunately according to many, the MBA in most cases fall far

short of expectation. The general criticism leveled against business
education, and specifically against MBA, is that modern business
education has become largely irrelevant to business practice.
Research Gap
No research upto date has been conducted to assess the relevancy of

MBS program run by Tribhuvan University. Therefore it is the high
time to analyze the existing situation of management education
provided by Tribhuvan University.
As per the felt need to highlight the existing situation to trace out the
real problem and to suggest recommendations to the person and
institution concerned with it.
CHAPTER 3
Research Methodology
To carryout the study effectively and systematically appropriate research

methodology as demanded by the research has been planned to be
persuaded as follows:
3.1 Research Design
Research has important place in management. There can be many

objectives of a research. Research can be for theoretical and conceptual
building. Or it can be pragmatic and problem-solution oriented.
Management needs effective and quick decision. This cannot be
achieved at once and through a single person. It needs systematic study
to back-up our decisions on which performance of the organization as a
whole is based sometime we need research work for better
understanding of phenomenon or concepts. Some enthusiasts would
even want to explore into the subjects that attract their personal choice or
interest.
Since the study was mainly concerned with the opinion of MBS
graduates working in bank, financial institution, school, colleges,
governmental and non-governmental organization in Kathmandu valley.
Exploratory and analytical research design has been chosen. Qualitative
analytical method was adopted throughout the study whereas qualitative
methods were also applied whenever and wherever necessary. Primary
data was extensively used because of the nature of the study and lack of
secondary data. Some essential secondary sources were also utilized.
3.2. Sources of data
Primary data have extensively been used in this research. However at

time secondary sources of information have also been approached, such
sources included available information from the campuses, reports and
articles etc. Primary information was collected by using the
questionnaire method. Here the questionnaire was divided into two parts,
for the purpose of study.
1. First part comprised the general background and experience of

the jobholders while discharging their duties after getting
management education from Tribhuvan university
2. Second part consist the Jobholders opinion for program

improvement in the future.
3.3 Population and sample
Population of study comprised MBS graduates who were working on

different organization of Kathmandu valley. They were selected on the
basis of judgmental sampling procedure. 80 numbers of questionnaires
were distributed in total. A total of 55 respondents returned their answer
sheets, which came as 68.8 percent of overall respondent. Out of which
42 respondents are officer levels employee and 13 are non-officer level
employee. Because of time and resource constraints convenience
sampling technique was design to follow. However effort have been
made to minimize the error margin in the data.
Box NO. 1: Respondents categories

No. of questionnaires distributed 80 100 percent
NO. of questionnaires returned 55 68.8 percent
Officer level respondents 42 76.4 percent
Non officer level respondents 13 23.6 percent
Gender
Male 45 81.8 percent
Female 10 18.2 percent
Colleges / campuses that are under faculty of management Tribhuvan

University constitutes the universe for the study. This study has focused
on MBS graduates from the aforementioned institutions between the

academic years 2058/2059 to 2061/2062,
3.4: Data collection procedures
A questionnaire was developed for the collection of information from

the pass out (job holders). Structure questionnaire methods
supplemented by unstructured interviews have been extensively used in
gathering necessary inputs for the study. Being basically a survey,
necessary techniques of survey have been used in gathering data. In
nutshell, frequent field visits have been resorted to gather necessary
information.
3.5 Data processing
A master dairy has been maintained. Data were analyzed separately on

two different types of responses. Those crude data were reorganized into
groups, necessary simple statistical tools like average, mean etc, were
used as and when necessary for the purpose.
Chapter 4
Analysis and Interpretation of Data

As per the requirement of research objective, all the collected data and
other relevant information were analyzed by presenting them in various
table and figures. These data information were converted into
mathematical number and they were further calculated and presented in
the form of percentage. The interpretation was made on the basis of
calculated data presented in different tables and figures. The analysis and
interpretation of data for the research study have been presented in the
following aspect.
 Experience of pass out while doing their job, after getting

management education from Tribhuvan University.
 Opinion of pass out, on education system and course of

management education of Tribhuvan University.
Box no. 2:A profile of general background of pass outs:
Total number of respondent 55
Average age 29.6 years
Gender: male 45 and female 10
Level: officers’ level 42 and non-officer 13
Bachelor qualification:
 Management 40
 Science
10
 Humanity
5
Respondent campus:
 Central department of management

 Public youth campus
 Nepal commerce campus
 Shankar Dev campus
Table No. 1: Job involvement of pass-outs
Type of Job No. of respondent Percentage
General Administration 3 5. 5
Account / Finance 22 40
Personnel / Human resource 3 5.5
Marketing 9 16.4
Other (system, operations etc) 18 32.7
Total 55 100
Source: Opinion survey
According to the above table the maximum numbers of pass-out

respondents (i.e. 40%) were found engaged in Accounts/ Finance jobs.
Out of 55 respondents, 3 respondents (i.e. 5.5%) each were engaged in
General Administration and Personnel /Human Resource area and 9
respondents (i.e.16.3%) were engaged in marketing jobs. Similarly 18
(32.7%) respondents were found engaged in other then above category of
jobs. This signifies that the best concentration or occupying area of MBS
pass-out is Accounts and Finance jobs
Table No. 2: Relevancy of MBS program for the jobholders since they
joined the job till now.
Relevancy category No. of Respondents Percentage %
Very high 6 10.9
High 9 16.4
Moderate 29 52.7
Little 11 20
Very little 00 00
Total 55 100
The data presented in the above tables revealed that for 10.9 percent
respondents the program was highly relevant, for 16.4 percent
respondents the program was relevant. Out of 55 respondents, for 29
(i.e.52.7 percent) respondents the program was moderately relevant to job
requirement. For 11(20%) respondents the program has little relevance
only and none of the respondents responded on very little relevance
category. This shows that for most of the respondents that is (45.5%) the
program was just relevant.
Figure No. 1: Relevancy of the program for the pass-outs Present

job.
According to the data presented in the above figure, majority of

respondents (45.5%) said the program is moderately relevant for their
present job where as 25.5% of them said highly relevant. Similarly 18.2%
respondents said that the relevance is little and 10.9% said that the
program has very relevance for their present job. But none of them
responded on very little relevance category.
Figure No. 2: Nature of jobs of pass-out.
The above figure depicts the nature of job of pass-outs. An analysis of

above figure shows that 40% respondents were holding unstructured jobs,
27.3% respondents held structured jobs, 21.2% respondents were on
sensitive jobs& 10.9% respondents have no idea about the nature of work
that they hold.
Figure No. 3 Relevancy of the program for the pass-outs future

jobs/careers (according to their experience & perception)
Source: Opinion Source
In accordance with the data presented in the above table, highest majority
of the respondents (43.6%) perceived that the program will have high
relevance for their future careers while none of them perceived to the very
little relevancy category. The perceptions of respondents regarding the
relevance of the program for future careers under very high, moderate and
little category were 7.7%, 36. 4% and 12.7% respectively.
Table No 3. Comparison of the relevancy of the program for past present

& future jobs of the respondents.
Relevancy Relevancy since they Relevancy for the present Relevancy for
Category joined the job till now job (response %) future response
(response %) %
Very High 10.9 10.9 7.3
High 16.4 25.5 43.6
Moderate 52,7 45.5 36. 4
Little 20 18.2 12.7
Very Little 000 000 000
Total 100 100 100
According to the above table, in terms of the relevancy of the MBS

program under the high relevancy category, the trend is constant for past
and present jobs (i.e. 10.9% each) while there is declining trend in terms
of future jobs (i.e.7. 3%). On the other hand none of the respondents (i.e.
zero percent) viewed the programs have or will have very little relevance
for their jobs. The will have high relevance for the pass-out as compared
to past & present job because the trend of response percentage is
increasing from 16.4% and 25.5% to 43.6% for past, present and future
jobs respectively. Under the moderate relevancy categories the response
percentage is declining from 52.7%and 45.5% to 36. 4% for the present
and future job respectively. Similarly under the little relevancy category
the response percentage is declining that is from 20% to 18.2% and
12.7% respectively for past present and future job. On the whole the table
shows that its very high relevancy will decline in the future where as its
high relevancy will increase continuously which is again supported by the
declining response percentage trend under little and moderate relevance
category. On the other words, in short, the program has more relevance to
the respondent’s present job as compared to past job and similarly it will
have more relevance to them for future job than to their present.
Table No. 4 Fruitfulness of the different parts of the course of jobholders
Part of the Courses Numbers of Respondent Percentage
Compulsory 15 27.2
Specialization 30 54.5
Thesis 5 9.0
Other 5 9.0
Total 55 100
Source; Opinion survey
The above table clearly reveals that specialization courses stood more
fruitful for the most of the respondents (i.e.54.5%) job performance-it
stands in first rank. Similarly compulsory courses (27.2%), other (9.0%)
and thesis (9.0%)stood second, third and last rank respectively in terms of
fruitfulness for their job performance.
Table No. 5: Reasons for fruitfulness of the program and their respective
ranking
Reasons for fruitfulness (criteria) Total No. of Percentage Rank

Responses
Supports in job performance 33 60 2
Broadens Knowledge about 39 70.9 1

Business administration
Help in promotion 28 50.9 3
Help only to enter job in business 22 40 4

fields
Other 0 0 5
The above table presents the ranking of the possible reasons, which the
pass out jobholders felt effective in considering the program as being
fruitful for them. The ranking order of the type of supports, which the
respondents felt to have perceived, puts “broadens Knowledge about

business administration” in the first rank with 70.9% responses. Similarly
“supports in job performance” and “help in promotion” were placed in
second and third ranks with 33(60%) and 28(50.9%) responses
respectively. And 22(40%) response were recorded in “ help only to enter
job in business field” and no responses were recorded in “others” criteria
and then were placed in the fourth and fifth rank respectively.
Table No. 6: Opinion regarding the use of knowledge gained from MBS program
Response category No. of responses Percentage
It is useful immediately 6 10.9
It is useful in future 6 10.9
It is useful immediately 43 78.2

as well as for future
It is not useful 0 0
Total 55 100
Source: opinion survey
In according with the data presented in the above table, most of the
respondents 78.2% replied that the knowledge gained from MBS is useful
“in immediate as well as future” and none of the respondents replied
under “it is not useful” category. On the other hand 10.9 percent
respondents (in each category) said the program being “useful in
immediate only” useful in future only”.
Table No.7 Correlation on General attitude towards work and career
1 2 3 4 5 6 7
Career Pearson
1
Opportunity Correlation
Sig. (2-tailed) .
Remuneration Pearson
.995(**) 1
Correlation
Sig. (2-tailed) .000 .
Organizational Pearson
.587 .631 1
satisfaction Correlation
Sig. (2-tailed) .298 .254 .
Job satisfaction Pearson

.568 .622 .986(**) 1
Correlation
Sig. (2-tailed) .317 .262 .002 .
Job involvement Pearson

.518 .592 .873 .939(*) 1
Correlation
Sig. (2-tailed) .371 .293 .053 .018 .
Self career Pearson

.842 .884(*) .774 .825 .878 1
planning Correlation
Sig. (2-tailed) .074 .046 .125 .086 .050 .
Future Prospect Pearson

.357 .430 .928(*) .948(*) .917(*) .683 1
Correlation
Sig. (2-tailed) .556 .470 .023 .014 .028 .204 .
** Correlation is significant at the 0.01 level (2-tailed).

* Correlation is significant at the 0.05 level (2-tailed)
Correlation on General attitudes towards work and career
In questions to how has the MBS program helped graduates in their

general attitude toward work and career, researcher conducted a
correlation analysis, which is shown in table 7 in this table each of
the components was correlated which are as follow:
Career opportunity
Career opportunity after study when correlated with Remuneration/
improved income after study show high correlation as it added on
career progress and also many graduates were employed after study
which led to improved income for graduate.
Job satisfaction, organization satisfaction and job involvement

showed moderate correlation as with Career progress the Job
satisfaction, organization satisfaction increase or become better
(Hertzberg’s theory of motivation) self career planning has
statistically high correlation which is true as career opportunity help
in self career planning. Future prospect statistically irrelevant-no
correlation is independent.
Remuneration
Organization satisfaction, job satisfaction and job involvement are
statistically little relevant remuneration. This can be explained with
Hertzberg theory that hygiene factor like improve income can just a
hygiene factor and it does not lead to motivation. Self career
planning is significantly correlated as we can interpret that with more
money then self career planning grows, or self career planning need
more money.
Organizational satisfaction
Job satisfaction highly correlated with organization satisfaction as
job satisfaction and organizational satisfaction are linked in such a
manner that lead to overall satisfaction and organizational
effectiveness. Job involvement is highly correlated with
organizational satisfaction as more involved the individuals more
satisfied with the organization, as individuals get more involved with
the job the more they are appreciated. Self-career planning shows
moderate correlation as with organizational satisfaction they see their
future with the organization
Job satisfaction
Job involvement is highly correlated with job satisfaction, as
involvement is the key factor to doing and liking the job. Self-career
planning is moderately correlated with job satisfaction as it leads to
better career path.
An analysis of jobholders Opinion for the program improvement

in the future
The world of business is changing every day surprisingly. There

should be a optimum match between the demanding organizations
requirements and supplying organization’s focus with regard to
improvement of the program as far as possible.
The need for improvement of any educational program cannot be

under estimate with the ever-changing external environment. The
opinion of 55 jobholder respondents on improvement aspect of the
program has been analyzed to present their views for the purpose of
the study. The need for improvement of the program was felt
necessary by almost all the respondents. The various reasons behind

considering the strong need for improvement of the program itself
and its different dimensions are presented below.
Table No.8 Reasons behind the need for the improvement of the
MBS program
Reasons No. of Percentage

respondents %
To make the program more relevant for the 6 10.9
occupational requirements
To make the program recognized internationally 6 10.9
Both of above 43 78.2
Other 0 0
Total 55 100
Source: opinion survey
As according to the above table out of 55 respondents 43 (78.2)

respondents viewed the reason behind the need for improvement of
the program is “make the program relevant for the occupational
requirements as well as to make the program recognized
internationally i.e. for both the purposes. Another 10.9 percent (in
each category) viewed the reason being “occupational requirements”
and “intentional recognition” respectively.
Table No 9: Views on improvement aspects of the program & their respective ranking
Different aspects to be No of Percentag Rank

improved responses e
Duration of the program 19 34.5 6
Course of study (syllabus) 24 43.6 5
Examination procedure 37 67.3 2
Method of imparting 44 80.0 1
knowledge(teaching methodology)
Decision autonomy for institutions 35 63.6 3
Total no. of students to be involved in 30 54.5 4
MBS program

It is true that all the aspects of the program require improvement. The
table presented above presents the preference regarding different
aspects of the program that needs to be improved. With reference to

the table the method of imparting knowledge (teaching
methodology), examination procedure decision autonomy for
institutions, number of students to be involved in the program were
identified for improvement on priority order i.e. in the order of first
second third fourth fifth & last preferences rank with 44, 37, 35, 30,
24,and 19 responce in each category respectively. This signifies that
most of them were not satisfied with the teaching methodology &
examination aspect of the program as compared to other aspects.
Table no. 10 Opinion regarding appropriateness of course contents.

Opinion Yes No No idea Total
No. of 3 52 00 55
respondents
Percentage 5.45 94.45 00 100
Source opinion survey
The above table the pass-out perception regarding appropriateness of
course contents- shows that most of them (i.e 94.45%) were not
satisfied with course contents: only 5.45 percent of them replied the
course content been appropriate. With regard to the question “if no
which part need to be improved?” the responses is as below.
Table No. 11: Which part of the course needs to be improved?

Parts of the courses No. of respondents Percentage
Compulsory courses 2 3.8
Specialization 9 17.3
Thesis 5 9.6
All of them 36 69.2
Total 52 100
Source: Opinion source
Out of 52 respondents who perceived the course to have been not

appropriate, 3.8percent, 17.3 percent and 9.6 percent suggested to
improve compulsory courses specialization courses & thesis
respectively. But majority of them (69.2%) stressed the need to
improve all of them. With reference to the question “how can be it
improved?” almost all of the 52 respondents replies “by making it
more practical” as against ‘by making it more theoretical” and “by

modifying the contents”.
The academic quality of the program & its relevance to occupational
requirements also depends on the system of examination followed.
When the respondents were asked to answer the question “do you
think the present system of examination is appropriate?’ almost
100% of them reply “NO” answer. Regarding the type of changes to
be introduced as an alternative to improve the present system of
examination, the opinions of pass-outs are as under.
Table No.12: Alternative examination system desired by pass-outs.
Different examination system No. of Percentage

respondents
Half yearly evaluation 6 10.9
Half yearly evaluation followed by class 38 69.0
evaluation
Annual evaluation followed by class 8 14.5
evaluation
Other 3 5.4
Total 55 100
Source: Opinion Survey
The table presented above discloses the alternatives that can be

introduced for the improvement of the existing annual examination
system perceived by the respondents. Out of 55 respondents 69.0
percent respondents favoured half yearly evaluation followed by
class evaluation as an alternative. Similarly 14.5 percent showed the
need to have annual evaluation followed by class evaluation and 10.9
percent felt half yearly evaluation as an alternative while only 3
respondents (5.4% favored other method (but not specified) as
against present system of examination.
The method used to conduct the course can have a great impact on
the students learning purposes. The table presented below reflects the
opinion of pass-out regarding the method of conducting the course
that has been used in program.
Table No. 13: Perception regarding the method of imparting

knowledge that has been used in MBS program
The method adopted No. of respondents Percentage
was
Highly fruitful 0 0
Fruitful 6 10.9
Moderate 38 69.0
Little 11 20
Very little 0 0
Total 55 100
Source Opinion survey
In accordance with the data presented in above table, most of the
respondents have rated the method of conducting the course as being
fruitful in moderate term with 38 responses (70 percent) on it. Only 6
respondents (10.9 percent) viewed the method of conducting the
course as being fruitful, while 11 respondents (20 percent) expressed
that the method of conducting the course as being little fruitful. None
of the respondents said the method being highly fruitful and very
little fruitful.
Table No. 14: Opinion regarding the importance of the role of agencies/ associations for
program improvement.
Role players and No. of respondents Rank

their importance
University 38 1
administration
Campus administration 34 2
Teacher and their 29 4
association
Student and their 27 5
association
Government and its 33 3
agencies
Source; opinion survey
Because of the growing realization of the business education as an
emerging field of study and the very nature of the program the role of
different agencies &associations has also to be realized in practice
for strengthening the program. The above table presents the
perception of pass-outs regarding the importance of the role in the
improvement of the program. The jobholder’s responses highlight a
priority order in term of importance. As the total number of response
in each category differs only in slight margin (even the 5 th rank
receives 50 percent response), all the agencies/associations need to
be considered important for the improvement of the program. Even
though, the role of university administration, campus administration,
government and its agencies, teachers and their association, and
students and their association occupied first, second, third, forth, and
fifth rank in the order of importance with 38, 34, 33, 29 and 27
responses respectively.
Chapter-5
Summary, Finding, and Recommendations
Summary
Management education is the education for the whole process of

management. Its aim at developing a broad range of abilities based on
appropriate knowledge, attitudes and Skills. Most developing countries
adopted management education models as inspired and influenced by
American & Western prototypes to their needs and environment. Thus,
since the early 1960s, they have become increasingly aware of the role of
management education in their national development. In Nepal this sort of

need came to forefront only after the political change of 2007 B.S. in its
real sense. In other words, management education seems to be started
with modification of the Indian model based in commerce education,
which was started in the Nepalese educational since 1954 A.D.
The slow economic progress of the developing countries like Nepal

can also be attributed to “Management failure” among others. Such
state of affairs in developing countries strongly creates a growing
need for development in management education.
Management education Play a vital role in increasing the supply of
competent managerial manpower required for development tasks and
thus in attaining socio-economic development. Management
competence for the purpose of efficient &effective functioning of
business and other sectors of the country depends upon the institution
entrusted to provide such education. At this juncture, it is also
equally important to ask the question “whether management education
can be said to be rapidly expanding and becoming popular Only because
the number of students knocking the door to join the program is the
highest one?” considering such genuine burning issues into consideration,
the present research study was basically designed to focus on MBS
program run by T.U. The study was basically designed to make an
evaluation- in term of its relevance for occupational requirements within

its constraints & limitations – of the then MBS program offered by
faculty of management. Views of pass-out (MBS job holders) regarding
different aspects of the program were taken to realize the purpose of the
study. This study includes only the pass-outs from 2058/2059 to 2061/62.
This study relied mainly on primary information. The primary
information was taken from the pass-outs of the different campuses under
faculty of management. The intention of the study was also to incorporate
the opinion & views of the teachers who were directly involved with the
program. But the faculty has already phased out the program very
recently that’s why the idea of teachers has not been incorporated here.
The study was designed into five chapters. The first chapter incorporated
introductory part including background of the study, statement of the
problem, objective of the study, limitation of the study, and research gaps.
The second chapter covered the review of literature. The third chapter
covered research methodology supported by research-designed sources of
data population & sampling, data collection procedure and data
processing. In the fourth chapter, results derived from the questionnaire
have been presented in tabular & non-tabular form along with figure &
boxes, and finally the finding and recommendations have been presented.
Findings
On the basis of analyses & interpretation of data, following finding have
been drawn:
1. It has been found from the study that a majority of respondents (i.e.
40%) were found engaged in accounts and finance jobs.
2. A majority of respondents (52.3%) found the program being

moderately relevant since they joined the job till now. It is also
moderately relevant for their present job but its relevancy seems to
be high for their future jobs. This tends shows that program has
more future value as compared to present and past jobs
respectively.
3. It can be concluded from the study that a majority of the

respondents (40%) found their job as unstructured and 30 percent
perceived their job being unstructured.
4. It was evident from the study that specialization courses stood

mare fruitful for most of respondents (54.5%) most of the
respondents have no idea about thesis & its job relevance.
Similarly broadened the knowledge about business administration,
supports in job performance and help in promotion & helps only to
enter job in business field, with respective ranking were found to
have constituted the reasons behind considering the program as
being fruitful to the respondent job holders.
5. On the basis of the study it was found that 80 percent pass-outs job
adjustment was found affected by the knowledge gained from
MBS program. The area and reasons of such adjustment were
particularly for the purpose of “project/ committee job
assignments” and “salary and grades” respectively.
6. Based on the study it can be said that almost all the respondents
have tried to implement knowledge gained from MBS program in
their job contexts and 90 percent found it helpful in their job
performance. The remaining 10 percent found it not helpful. The
reasons behind not support in job performance were mismatch
between the program & their reality and technical nature of their
job etc.
7. It is clear from the study that remuneration and career opportunity

are highly correlated, which means many graduate were engaged in
job after study. When organizational satisfaction is correlated with
job satisfaction, show high correlation that mean job satisfaction
and organizational satisfaction are linked in such a manner that
lead to overall satisfaction and organizational effectiveness.
8. The study showed that almost all the respondents felt the need for
improvement of Nepalese MBS program. And the improvement
program must be guided in the light of “making the program more
relevant for the occupational requirement as well making the
programs recognized internationally” with equal importance.
9. It is clear from the study that all the aspects of the program
required improvement. Priority order for program improvement
showed the need of improvement in teaching methodology,

examinational procedure, and decision autonomy for institutions to
be involved in MBS program respectively.
10. The pass-outs perception regarding appropriateness of course

contents showed that most of them (90%) were not satisfied with
it. A Majority of them stress the need to improve all the parts of
the course that is compulsory course, specialization course & thesis
writing. All of them suggested making the course more practical as
against the theoretical.
11. It is clear from the study that almost all the respondents were not
satisfied with the yearly examination system. The alternative to it
suggested by majority of them was half-yearly evaluation followed
by class evaluation.
12. Most of the participants were not satisfied with the method of
conducting the course. Although all the alternatives were found
important but according to their ranking order field visits, group
discussion, seminars, mini researches and short term trainings on
relevant areas of study stood in the first, second third, fourth &
fifth rank respectively.
13. The study shows that the roles of all the agencies/ associations
are important & responsible to make the program effective. Even
though the role of university administration, campus
administration, government & and its agencies, teachers &
association and students & their association occupied first second,
third fourth and last rank in the order of order of role importance
respectively for the improvement of the program.
14. On the basis of above study, in short it can be concluded that

MBS program was seen as an important and necessary but the need
to make the program more relevant for occupational requirements
was urgently felt in the context of growing need of market oriented
(both nationally & internationally) business management system.
15. Lack of proper policy support, adequate physical and financial

resources, theory oriented curriculum, poor educational
qualification of newly hired teacher as well as the student
community were found the most crucial aspects to be considered in
making the program more effective in future.
16. The program was felt important & necessary for the purpose of
educating student students specially in the areas of global business
management context; to produce business management executives
& entrepreneurs having broad vision; and to enhance the

knowledge of the subject matter with the objective to contribute
management reform & change process.
Recommendations
Every education program needs its recognition & job relevancy in the
national & international market context. This is also equally applicable in
case of business management education. To gain that ground, the
management faculty must place due emphasis on the various aspects
which altogether make up a full-fledged MBS program. On the basis of
finding presented above, following possible measures have been
suggested to overcome the weaknesses & problems pertaining to the
improvement & effective organization of the program.
1. A majority of the respondents found the program being just

moderately relevant for their job purpose, which is not a good sign.
To make the programmer relevant to the coming MBS program
needs to adjust short-term crash program in the light of needs and
demand of modern business society.
2. Most of the respondents viewed MBS program being relevant

because it broadens knowledge about business administration.
Future MBS program should not be confined to that area only rather
it should also help them to perform their job effectively by
introducing more practical course content & job oriented sectoral
management areas.
3. The MBA programs run by faculty of management in the past have

lost it international recognition. So as to recap the loss of goodwill
in the pass, the future MBS program should be run under
international accepted norm and modalities.
4. Management education must be market oriented and market is

changing everyday. To meet that challenge, regular training’s
program, workshops, seminars and interaction programs with
practicing manager on important issues related to study of the field
should be organized to strengthen the teaching faculty and student

community.
5. An integrated planned approach to program improvement should be

developed as different aspects of program improvement via
teaching methodology curriculum, examination system and needed
facilities for such aspects cannot be taken in isolation.
6. No one can expect to produce qualified manager with average

annual investment per student less than five thousand rupees. The
cost recovery ratio is even less then one third of that sum whereas
different aspects of the program improvement demand provision of
different facilities. Hence there is the need to explore alternative
resources. Therefore effort should be made to downsize the number
of students to be enrolled in the program; develop supportive
linkages with national and international agencies and hike the fee as
according to present market context.
7. Government and its agencies should realize the importance of

management education for the national prosperity & progress. The
program should be considered as important as medicine engineering
agriculture & forestry.
8. University administration should help faculty administration &

campus administration to make them strong enough to take the
academic leadership. Their should be no more confusion i.e. either
the program should be run under the internationally accepted norms
& modalities or it should be stopped.
Reference
Acharya, Bhawani Shankar (2000), Relevancy of Management
Education for Occupational Requirements Unpublished Report
Submitted to University Grants Commission, Katmandu Nepal.
Shrestha, Rupesh.K. Chuke Pabitra Lal, Basnyat Sandipa Thapa.

Adhikari, Krishna Raj. (2008) MBA Program Does it really Add
Value? Unpublished research project submitted to Kathmandu
University School of Management.
Upadhyay Dipesh (2005), Leadership Effectiveness in Selected

Nepalese Service Organizations Unpublished master’s thesis, Central
Department of Management, Tribhuvan University.
Koirala, Kundan Dutta (1999) Management Education in Nepal 40th

Anniversary Special Issue Katmandu T.U.
Koirala, Kundan Dutta. (2001). Tribhuvan Universities: A Strategic

Focus. T.U Special Bulletin 2001, Kathmandu.
Bhattarai, Hom Nath (1999) Multi-University System and the Role of

Tribhuvan University 40th Anniversary Special Issue Katmandu T.U.
Shakya, T.M. (2001). Emerging Trends in the World and Our

Tribhuvan University. T.U Special Bulletin 2001, Kathmandu.
Koirala, Parashar. (2005). Management Education in Tribhuvan

University. T.U Special Bulletin 2005
Agrawal, Govind Ram (1999), Crisis in Financing of Higher

Education in Nepal 40th Anniversary Special Issue Katmandu T.U.
Joshi, K.K. (1999). “Higher Education Scenario in Nepal: New

Initiative”. T.U Special Bulletin 1999, Kathmandu.
Karmacharya, M Dibya. (2001). An Overview of International

Academic Activities in Tribhuvan University T.U Special Bulletin
2001, Kathmandu
Amatya, Lal Soorya. (1999) Tribhuvan University in Transition:

Challenges and prospects. 40th Anniversary Special Issue Katmandu
T.U.
Bajracharya, Purush Ratna. (1999) Higher Education Project: A

Support to Tribhuvan University. 40th Anniversary Special Issue
Katmandu T.U.
Gujarati, N. Damodar. (2003) Basic Econometrics. (4th ed) New

York: McGraw-Hill America
Prasad, L.M. (2002). Principal and Practice of Management.
New Delhi: Sultan Chand & Sons of India.
MEDO (1969) Management Education, Training and Development.

First committee Report, July.
Pradhan, Surendra(1989 Are we happy with the Masters” program in

management in Nepal? Banijaya sansar, vol.12 Issue 7 (Journal of
CDM, T.U. Kirtipur).
Baruch, R.E. and Renio, A.( 1989), Research article: the impact of
managerial abilities Journal of Management Development, Vol. 8
No.5,pp.66-77.
Espey, j. and Batchelor, P.(1987), Management by degree: a case

study in management development. Journal of Management
development, Vol. 6 No.5, pp.61-8.
APPENDIX
Questionnaire for MBA/MBS Graduates from central
department of management Kirtipur Tribhuvan
University
Dear Sir/ Madame
I am a student of Central Department of Management Kirtipur, Tribhuvan

University, conducting a research on Relevancy of management education for
Occupational Requirement.
I request you to help me kindly by filling out and sending the attached
questionnaire within 4-5 days since I am running short in time.
Any information disclosed on your part will be strictly confidential and used
for the research process only and will not be shared with anyone under any
circumstances.
Your sincere inputs will definitely help me and Tribhuvan university

management in assessment of the quality and practicality offered by the
program.
This research will give us a better picture of the current status of the program.
So that the administration can make necessary changes to make it more
contemporary.
Thank you for your valuable time and input

Questionnaire for pass-outs ( Job holders)
General Background
Name (optional) ,
.
Age , .
Gender Male Female
Master degree graduation year, .
Current employer, .
Nature of the business. .
How long have you been at your current position .
Name of current supervisor. .
Part 1
1. What sort of work you have been engaged at?
a) General administration b) Account/finance
c) Personnel/human resource d) Marketing
e) Others if any (please specify
2. Do you think that management education is relevant (particularly you and your
job since you joined the job till now)
a) Very high b) High c) Moderate
d) Low e) Very low
3. To what extent the course is relevant so far as your present job is concerned
d) Low e) Very low
4. How will you perceive your present work to be
a) Structured b) Unstructured c) Sensitive
d) Other if any .
5. To what extent the course will be relevant (in your experience & perception)
for your future carriers?
d) Little e) Very little
6. Which part of the course did you find more fruitful?
a) Compulsory b) Specialization
c) Thesis d) Others .
7. Why is management education fruitful? Please rank them ( 1 stands for the
most important &so on )
a) Support in job performance
b) Broadens knowledge about business administration
c) Helps in promotion
d) Helps only to enter job in business field
e) Others, if any (please specify and rank) .
8. What is your opinion regarding the use of the knowledge gained from
Management education?
f) It is useful immediately
g) It is useful in future
h) It is useful both immediate as well as for future
i) It is not useful
9. How has the management education helped you in your general attitude
towards work and career?
Completel
Attitudes towards Not at all Slightly Moderately Highly
y
Job satisfaction
Job involvement
Organizational satisfaction
Career opportunity
Self career planning
Future prospect
Part 11
1. Do you feel the need for improvement of the management education of Tribhuvan
University?
a) Yes b) No c) No idea.
2. If no, why is it not necessary?
a) It is not relevant for occupational requirements
b) It can’t be improved
c) It has no future scope
d) Other, if any (please specify) .
3. If yes, why do you feel the need for improvement?

a) To make more relevant for occupational requirements.
b) To make the program recognized internationally.
c) Both of them.
d) Other, if any (please specify) .
4. What are the different aspects to be improved?

(Please rank them as 1 for the most important so on )
a) Duration of the program.
b) Course of study (syllabus)
c) Examination procedure
d) Method of imparting knowledge (teaching methodology)
e) Decision- autonomy for the institutions
f) Total number of students to be involve in the program
g) Other if any (please specify & rank) .
5. Do you think that the course contents are appropriate in terms of its usefulness
for both the expansion of knowledge and level of job performance?
a) Yes b) No c) No idea
6. If no which part needs to be improved?
a) Compulsory courses b) Specialization course
c) Thesis d) All of them
7. How can be it improved?
a) By making it more practical
b) By making it more theoretical.
c) By modifying contents.
8. Do you think the present system of examination is appropriate?
a) Yes b) No c) No idea
9. If not, what do you think it to be?
a) Half- yearly evaluation.
b) Half yearly evaluation following by class evaluation.
c) Annual evaluation followed by class evaluation
d) Others, if any (please specify) .
10. How do you feel the present method of conducting the course?
a) Highly fruitful b) Fruitful c) Moderate
d) Little e) Very little
11. Whose role is most important for improvement ? ( please rank them as 1 for
most important one & so on )
a) University administration
b) Campus administration
c) Teachers & their association
d) Students & their association
e) Government & its agencies

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RELEVANCY OF MANAGEMENT

EDUCATIONAL FOR OCCUPATIOAL

A thesis submitted in partial fulfillment of the

Master in business studies (MBS)

Approved by Prof Dr Jaya Krishna Pathak ___________________________

Prof Dr Puskar Bajracharya ____________________________

Date March 2009

Table 1 Job involvement of pass out 31

Table2 Relevancy of MBS program for Jobholders

Since they joined the job till now 32

Table3 Comparison of the relevancy of the program for

past present and future jobs of the respondents 36

Table4 Fruitfulness of the different parts of the course

Table5 Reason for fruitfulness of the program and their

Table 6 Opinion regarding the use of knowledge gained

from MBS program 40

Table 7 Correlation on general attitude toward work and

Table 8 Reasons behind the need for the improvement of

the MBS program 47

Table 9 Views on improvement aspects of the program

and their respective ranking 48

Table 10 Opinion regarding appropriateness of course

Table 11 Which part of the course need to be improved? 50

Table 13 Perception regarding the method of imparting

Knowledge that have been used in MBS program 52

Table 14 Opinion regarding the importance of the role of

agencies/ association for program improvement. 53

List of Chart/ Figure

Figure No. 1: Relevancy of the program for the pass-out

Figure No. 2: Nature of job of pass-out 34

Figure No. 3: Relevancy of the program for the pass-out

1. Background of the study

Management education is education for whole process of management.

Management education plays a vital role in increasing the supply of

Tribhuvan University came into being in 1959 as a memorial for His

Initially TU was established at Tripureshwor. It was, later on shifted to

universities though several courses related to Nepalese context were

1.2 Historical Development of Management Education

Management education was first originated in a few industrialized

1.2 .1 Development of Management Education in Nepal

Management education was introduced in Nepal with the affiliation of

With the establishment of Tribhuvan University in Nepal in 1956, the

manage the post graduate programmed only. The objective of introducing

1.3 Statement of the problem

One indicator of high level of educated unemployment rate is the high

Moreover, the fad for higher demands of foreign-breed candidates by the

Various researches indicate the gap in the existing program and

Another research was conducted to assess the MBA program of

Unfortunately, according to many, the MBA in most cases fall far

No research to date has been conducted to assess the relevancy of

1.4 Objective of the study

More specifically, this study aimed at

1. To identify the applicability of Tribhuvan University

2. To identify the factors responsible for the mismatch

3. To recommend measures to improve management

1.5 Need of the study

This study is more significant in the present context when there is

This study is important because

1. It provides input for the policy makers in terms of

2. It pinpoints the root cause of the problem lying

3. Hence, the new program based on such studies shall

4. This study shall be much significant in the present

1.6 Limitations of the study:

The status and relevancy of management education is indicated not