Value Orientation and Significant Insights as well as Critical Review on Major Challenges and Significant Opportunities on Commerce and Management Education in India
Notice bibliographique
Résumé
It has been widely debated that while scholars like Nitin Nohria Dean Harvard Business School from Indian origin are leading the world’s top B-Schools; BSchools in India are struggling to find a place among the Top 100 Global Institutions. Out of top 100 institutions 55 are from USA followed by U.K and Canada. India’s expenditure on education as a % of GDP is more i.e. 4.1% compared to 3.6% in Japan and 3.8% in Russia. We often question on the quality of “Made in China “products, but China have clearly excelled India in terms of the quality of management education. There are 10 AACSB (Association to Advance Collegiate Schools of Business) accredited institutions in China as compare to none in India., when there are more than 2000 business schools in India as compared to around 230 in China. The management education in India is in pathetic state. Every year more than 1, 10,000 management graduates pass out from various B-Schools, but not even 5% of them reach the professional heights within 5 years of their career. India B-School concentrates on the quantity rather than quality. It had become money based rather than value based. Industry exposure forms a vital part of management studies and the present system does not provide adequate interfaces with the industry. . Commerce generally refers to the exchange of products, services, and anything that make these exchanges easier. In India, commerce education is a key factor in the country's economic growth. Students majoring in commerce often land jobs in industries including banking, insurance, finance, and foreign trade. Therefore, it is crucial to pay attention to this matter. Today's commerce education is facing several severe concerns, including an aging curriculum and increased student unemployment. To gain the full picture, significant studies and literature have been evaluated. It has been discovered that students are becoming less interested in studying commerce. For graduates in the business field, employment opportunities are many. There are numerous employment options available to them. People from all walks of life contribute to the function of finance and accounting in society. Everyday activities such as accounting and finance affect everyone. The leadership of an organization often determines its success. The capacity of regular employees and specialized people to efficiently support management with day-to-day operations by analyzing issues and offering solutions. Students who choose the commerce course can find employment in almost any sector that uses finance. Today, finance is used in practically all industries. Comparing with other top B-schools in India and abroad under the present curriculum, designed by the Indian Universities, the time allotted for industry exposure is about two to three months, which is comparatively low compared to the other top Bschools. Also there is a lack of coordination between Academic and Industry. This paper is an effort to examine the present scenario and drawbacks of management education in India. Also to find out ways to improve it, so that it can be considered at par with the global standards.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».