School of Business Management,NMIMS University, Mumbai,T.A.Pai Management Institute, Manipal and Xavier Institute of Management & Entrepreneurship, Bangalore have come together to offer a high quality Ph.D. programme in Management.
The aim of the programmeis to develop a resource for innovative thinking and investigation in management, oriented both towards academia and industry. The Ph.D. programme is offered in Business Policy, Marketing, Economics, Finance, Information Systems, Human Resources & Behavioral Sciences and Operations.
The Prospectus and application form will be available at SVKM’s NMIMS University, V.L. Mehta Road, Vile Parle (W), Mumbai 400 056 from May 16, 2008 to June 13, 2008. The last date of receipt of the filled application form is June 16, 2008. It is also available at XIME, Bangalore and TAPMI, Manipal campuses. The date of the entrance exam is June 29, 2008.For further details please logon to www.nmims.edu
Fact Sheet for Reference:
1) About- Doctoral Programme in Management offered by Consortium of Business School
SVKM’s NMIMS University, School of Business Management, Mumbai, Xavier Institute of Management Education, Bangalore, and T.A. Pai Institute of Management Education, Manipal have been offering post-graduate programmes in Management for the past several years. Developing a talent base for innovative thinking and research in management & related disciplines, both for academic and industry positions, has been engaging the attention of these institutions for sometime now.
Recognizing the acute shortage of Ph.Ds in management to serve the academia, research and industry, these three leading Business Schools of India -
SVKM’s NMIMS University, Mumbai
TAPMI, Manipal and
XIME, Bangalore
have come together to offer a high quality Ph.D programme. This is the first of its kind in the country where three Business Schools together offer a Ph.D programme.
Objectives
To develop a resource for innovative thinking and investigation in management, oriented both towards academia and industry.
Scope
School of Business Management NMIMS University, Mumbai, XIME, Bangalore & TAPMI, Manipal will
jointly offer the Ph.D. programme in Business Policy, Marketing, Economics, Finance, Information Systems, Human Resources & Behavioral Sciences and Operations.
The policies relating to the Doctoral Programme in Management offered by Consortium of Business Schools, introduced from the academic year 2006-2007 are outlined in the ensuing sections.
Eligibility
A. Qualifications:
The students may be drawn from those with qualifications from any of the streams listed below:
• Master’s degree or equivalent in relevant disciplines like humanities, social sciences and commerce, from a recognised university /deemed university / institution recognized by Association of Indian Universities (AIU).
• Post-graduate Diploma in Business Administration, considered equivalent to MBA by AIU.
B. Minimum Marks Required:
55 % marks or equivalent CGPA at PG level
C. Work Experience:
A t least 2 years’ full time relevant work experience in executive or supervisory capacity after obtaining Master’s Degree.
Selection Process
All candidates will be required to go through a three-stage selection process:
1. Candidates have to submit their applications for the programme in the prescribed form, along with a two-page ‘Statement of Purpose’. Statement of purpose should briefly describe the area of research interest.
2. All candidates will be required to appear for a written Research Aptitude Test.
3. Candidates short-listed after the written test will be invited to make a presentation to a team of experts, based on their ‘Statement of Purpose’. The presentation will be followed by an interview.
Structure of the Ph.D. Programme
Stage I : Course Work
1. Candidates without MBA qualifications will need to undertake course work equivalent to MBA first year at NMIMS, Mumbai, TAPMI, Manipal or XIME, Bangalore in classes spread over one year, during the first year of the Ph.D. programme.
2. Those with MBA qualifications will be given exemption from the first year if they are declared successful in the waiver test. Those granted waiver will have to attend classes for the second year course-work. For the second year course-work, all classes will be held over the five weeks as follows:
Wednesday – Sunday Venue
September 4-7, 2008 NMIMS, Mumbai
November 5-9, 2008 XIME, Bangalore
January 7-11, 2009 NMIMS, Mumbai
March 04-08, 2009 XIME, Bangalore
May 06-10, 2009 NMIMS, Mumbai
3. In the second year, candidates will receive instruction / have classroom interaction in five compulsory subjects as follows:
a) Management Thought, Theories & Research (Philosophical Foundations of Management)
b) Economic Theories & Research,
c) Strategic Management Research,
d) Human & Organizational Behaviour Theories & Research,
e) Research Design & Methodology,
• Quantitative Research
• Qualitative Research
4. In addition to above, candidates will have to study their specialisation subjects from the fields of Strategic Management, Marketing, Economics / Finance, Systems, Human resources, Operations, and Entrepreneurship. This shall be a reading paper, which will review up to 100 seminal works in the area of specialization.
5. In addition to (3) & (4) above, the candidate will be required to write 2 research papers and teach one course at any of the participating institutions.
6. Consistent good grade will have to be maintained in course work, exam and seminar combined for proceeding to the proposal stage. A candidate has to appear for a re-exam in any paper he may fail in. Failure in more than one paper during the course-work will necessitate re-registration.
Stage II : Proposal and Candidacy
1. ll candidates will have to submit their research proposals within 3 – 6 months after completion of Stage I.
2. he candidate has to offer a Seminar on the proposal to a group of Experts (up to 5 nominated experts, including the proposed Ph.D. guide) for approval.
3. he approval is a qualifier for progressing to the dissertation stage.
Stage III : Dissertation
1. The candidate will be required to register formally with a Ph.D. guide at this stage, if he/she has not already done so. The guide will be selected by mutual consent between the candidate and the faculty concerned.
2. The faculty member chosen as a guide must be currently listed on the NMIMS list of guides, to be approved by the Ph. D. Committee.
3. All candidates will have to present a progress review report every three months.
4. Candidates will be required to complete their dissertation within 2-4 years after registration.
5. Candidates who do not submit their Ph.D. thesis within the stipulated period will be required to re-register, following the standard re-registration procedure.
Stage IV : Submissions and Evaluation
1. All candidates will have to submit the synopsis of their thesis at least six weeks before submission of the final thesis.
2. The Thesis, submitted will be examined by a panel of three members.
3. The panel of examiners will be selected by the Ph.D. committee.
4. Separate reports from all three examiners will have to be submitted to the university within three month.
Stage V : Viva
1. The candidates will have to defend their thesis through a viva within a reasonable time after receipt of all positive reports. The viva will be held by a committee of at the most five members, including the Chairperson (Research & Publications), guide, at least two external member of the examining committee, and the VC or a faculty nominated by VC.
2. Final examining committee will be required to submit its report within two weeks after the viva.
The Ph.D. Committee
The Ph.D. Committee will be a standing committee responsible for formulation of all rules relating to selection of Ph.D. candidates, administration of the Ph.D. programme and award of the Ph. D. degrees. The committee will consist of :
• Vice Chancellor, NMIMS University
• Two members nominated by TAPMI & XIME
• Two Ph.D. guides nominated by the VC, NMIMS, University.
• Registrar, NMIMS (Ex-officio member)
• Chairperson (Research & Publications),NMIMS University.
Fees
The fees for the programme are as follows:
Registration Fee
(One time) Rs.1,000
Course Fee
(Annual) Rs. 50,000
Library Deposit
(Refundable) Rs. 1,000
All other incidental costs of travel & stay etc are to be borne by the candidates.
Scholarships / Research & Teaching Assistantships:
• Scholarships / Fellowships offered by UGC, ICSSR, AICTE NDF programme etc to candidates qualifying through requisite examinations
• One / two teaching / research assistantships each are proposed to be offered by all three participating business schools.
2) About SVKM’s NMIMS University
In 1981, by the order of the University of Mumbai, Narsee Monjee Institute of Management Studies was established to meet the growing demand for young managers. The parent body, Shri Vile Parle Kelavani Mandal was among the first educational trusts to have realized this need and further the interests of aspiring management students and also meet the needs of the challenging world of business.
Based on the recommendations of the University Grants Commission and All India Council for Technical Education, Ministry of Human Resource Development, Government of India, has accorded Deemed to be University Status to NMIMS in January 2003.
Having experienced the benefits of the Deemed University, NMIMS has taken a conscious decision to move towards the concept of Schools and Cells. The concept of Schools revolves around the fact that each school has its unique identity and operation like an academic business unit responsible for its growth. Based on the discussions and deliberations for the last couple of months, the concept of schools has come into existence from 1st April 2006.
SCHOOL OF BUSINESS MANAGEMENT
MUKESH PATEL SCHOOL OF TECHNOLOGY MANAGEMENT AND ENGINEERING
SCHOOL OF PHARMACY AND TECHNOLOGY MANAGEMENT
SCHOOL OF DISTANCE LEARNING
BALWANT SHETH SCHOOL OF ARCHITECTURE
SCHOOL OF SCIENCE
SCHOOL OF COMMERCE
Also, the University has taken an initiative to address the needs of various sectors and launched sectorial specific post graduate programmes like MBA (Retail Management), MBA (Pharmaceuticals Management), MBA (Services Management), MBA (Global Business), MBA (Actuarial Science), MBA (Capital Markets) and MBA (Banking).
Quality Assurance
The National Assessment and Accreditation Council (NAAC), an autonomous institution of the University Grants Commission (UGC) has accredited NMIMS University with Grade ‘A’ (Score 85-90%) and awarded the highest “FIVE STAR” rating.
NMIMS has been awarded the ISO 9001:2000 Certification by ICL in 2004.
Foreign Linkages :Visualizing the onset of globalisation the institute went International and established linkages with a number of foreign universities like, ESSCA, Angers, France; ESSCA, Budapest, Hungary; EUROMED, Marseille, France; Universiti Uttara Malaysia; Athens University, Greece; Stockholm University, Sweden and Middlesex University, UK. Linkages with institutions in South Africa and U.S.A. are on the anvil.
The Institute has an excellent placement record for full-time students with 100% placement. Multinational and national companies from IT, FMCG, Service Sector, Heavy Industry, Banking, Retailing and Advertising visit the campus during the month of January.
For more info, please visit www.nmims.edu
3) About T.A. Pai Management Institute (TAPAIM),Manipal
The T A Pai Management Institute, popularly known as TAPMI, is located at Manipal, Udupi district, Karnataka. Manipal is also known as the “International University Town” renowned for education and healthcare. It is home to a large number of educational institutions for medicine, pharmacy, dentistry, arts and science, engineering and technology. Manipal is also known for its innovative development in banking and financial services sector.
The Founder of TAPMI, the late Shri T A Pai, had a vision to establish a management institute with an objective to not only strengthen the existing educational and health infrastructure in Manipal, but to provide the much needed impetus to building professional management capability in the country.
The T A Pai Management Institute was established in 1980, in pursuance of the vision of late Shri T A Pai. The first batch of about 40 students was inducted in 1984 and a regular two year Post Graduate Programme in Management was commenced. We induct about 150 students each year to our PGDM Programme now.
TAPMI is today among the top 15 B-Schools in India and among the top 50 in Asia. The programmes of TAPMI have been recognized by its stakeholders as being among the best in the country. Continuous improvements and innovations in the curriculum, structure and academic systems, has contributed significantly to making TAPMI a preferred centre for management education.
Over 1,700 alumni of TAPMI are in positions of responsibilities and pride in India and abroad. TAPMI has extended its activities to Bangalore by setting up an exclusive Centre for Executive Education. A week-end and week day Executive MBA programmes are being offered as flagship programmes besides corporate and other short term programmes.
4) About Xavier’s Institute of Management & Entrepreneurship (XIME) Bangalore
XIME in certain ways is a unique institution. It was started in June 1991 by a group of academics under the leadership of Prof. J. Philip, Former Director of IIM-B. The founding group included : Dr. E. Abraham, S.J., the then Director of XLRI, Prof. J. D. Cherayil, a Former Senior Professor of IISc and Dr. Fr. Percy Fernandez, Director of St. John’s Medical College.
From its very beginning, it was decided that it would have no quota, no reservation and no management seats. All admissions to the Institute were to be based solely on merit. In another noteworthy feature, XIME is one of the leading B-Schools where the percentage of women students in each batch ranges from 40 to 48 every year.
XIME received AICTE approval to start its full-time PGDBM programme in May 1995. From its very first batch of graduates in 1997, it enjoyed full placement featuring some of the best companies of India. Considering its consistent good performance and market standing, AICTE permitted XIME to double its intake capacity to 120 in May 2002.
XIME’s beginning in June 1991 was rather modest, and in a leased building. But in January 2002, it moved into its new campus in the heart of Electronics City having practically all modern facilities. In architecture, facilities and landscaping, it is a beautiful campus. It is located in a 4.30 acre plot of land. In terms of achievements, XIME :
• Has had 100 percent placement every year
• Has organized a number of path breaking national seminars and workshops, some of which with the sponsorship of AICTE
• Organized on behalf of AICTE the first ever Workshop on Accreditation of Management Schools in November 1995
• In September 2004, XIME received the highest level of 5-year accreditation from the National Board of Accreditation
The ‘E’ in XIME stands for Entrepreneurship. It is one of its goals to facilitate Entrepreneurship among its graduates/alumni. In line with its strong belief in networking, XIME offers most of its Seminars/Workshops in collaboration with industry or professional associations. Its campus itself is an excellent example of industry-institute collaboration : Its four main classrooms are donated by industry or by philanthropic individuals. Its library is funded by the Tata Trust and well -appointed auditorium (300 seating capacity) funded by the Oberoi Group. Its Executive Conference Hall is donated by Biocon.
XIME tries to be innovative in many ways. It is perhaps the first B-School in the country to offer a one-year Diploma Programme in Construction Management to contribute to the ever-growing need of professional manpower in the construction industry.
By: Adv. Vikram Swaran Singh Chadha
Posts Tagged ‘Management Education’
Top B- Schools Unite to Offer Doctoral Programme in Management
Thursday, December 3rd, 2009Secondary Education: Marketing Education Online
Sunday, November 29th, 2009The field of secondary education these days has grown in considerable proportions. The job climate is very different than 30 years ago and the education market niche or virtual online education and colleges that offer certificates and quick degrees online are riding a wave of new students. The economic conditions often dictate this wave, so in light of the recent calls of recession, for-profit schools have set up a sophisticated marketing campaign to garner as many of the new students as possible.
Marketing, especially for secondary education, is particularly lucrative from online marketing strategies. Finding and sifting through potential people who seek out the service is the grunt work of the campaign. Even though there are tons of new people looking for easy access for learning, it’s a tough game with competitors vying for pole position. These institutions use what online marketing industry aficionados call education lead management.
Education Lead Management Theory
Before some specifics are mentioned, I’ll back up and go over a little bit about what lead management is about. Lead management is a bit of a sweeping term that describes the methodologies and strategies of a series of maneuvers to gain and manage potential buyers for a company’s service or product.
In regards to secondary education you may have seen some of these strategies in the form of email spam. The emails might go over what kind of degrees a school offer, how cheap they are compared to others, and how easy they make it to achieve the degree. This is the initial stage of trying to gain leads (lead generation).
When the prospective buyer sends some form of inquiry or contact information from the lead link, then there are a few gateways that are usually managed by software. The lead is analyzed for validity, to make sure it isn’t some return spam and that the contact info isn’t bogus. When they are given a green light, they are then sorted and divvied out to the sales force appropriately who will make a follow up, usually by phone call to drive the sale in.
Education lead management programs, like many of the leading online lead business categories, are often molded to cater specifically to the market. For instance, the lead generation technique may require contact info to be entered. So the software will have a way to backtrack and take old leads to be recycled so contact information can be refreshed or buyers that declined or couldn’t obligate to pay before, may be inclined to pay now after. These are among the different methodologies that the industry needs software and staff to manage.
By: Art Gib
Management Education
Monday, August 10th, 2009Normal 0 “The object of education is to prepare the young to educate themselves throughout their lives.”
“The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.”
Education is among the fastest growing service sectors of the economy. Education is one of the important public attributes of social and human development. Education has always been accorded an honored place in the Indian society. The development of education in India during the post independence period has been guided by the national goals and aspirations as embodied in the Indian constitution. Education being a powerful instrument of social, economic and political change, its broad principles and objectives are related to the long term national goals, the program of national development on which the country is engaged and complex short term problems it is called upon to solve. Prior to independence, the growth of institutions of higher education in India was very slow and diversification in the areas of the studies was very limited. After independence Education has become India’s “Super infrastructure”. It provides the strongest link between income aspirations and the realization of income goals. It can be controlled from with a household and without unreasonable dependence on the external environment and infrastructure. The congruence between internal economic goals of the nation is a pre-requisite for building viable and vital constituents that provide growth and education has accomplished a strong congruence between the internal aspirations of the household and the external objectives of the aggregate economy.
The focus of Commerce education was on building a strong foundation about the knowledge of business transactions and processes, primarily from the economics and accounting perspectives. In contrast, management education focused on building knowledge about overall business and its various functions, given its stakeholders and the market landscape. It was felt that one needed some disciplinary background, especially in science or commerce streams, or some work experience for effectively learning the management principles. Therefore, management education was intended for the graduate and executive levels, focused on nurturing future leaders who could lead the private and public sector organizations with a sense of social mission. The question surrounding the quality of Management education and its effect on Human Resource form the basis of the thesis.
In approaching this subject following hypothesis were laid down:
1. Quality of Management education is going down.
2. Due to mushrooming of B-Schools Admission procedure is becoming just
a formality.
3. Expectation of Industry is rising day by day from B-School students
Therefore, thesis asks the following questions:
First, what are the reasons for deterioration of quality of management education?
Second, what are the expectations of the corporate world from the B-Schools i.e. students?
Third, what should be the parameters to check the quality of management education?
In answer to the first question, the reasons are identified as being associated with the mushrooming of B-schools and growing demand of management personnel in the market, with the result leniency of government for encouraging more number of B-schools moreover certain loopholes in major government bodies giving affiliation and recognition
to these institutes as is discussed in Chapter 3.
In answer to the second question, regarding expectations of the corporate sector from Bschools it is argued that when it comes to recruitment or campus selection organization prefer students of those B-schools that produce quality students in terms of knowledge, physical skills as well as conceptual skills because every organization want to choose best out of the pool that too when they are having options more than they need. Ultimately country’s economy is generated by the organization having worth Human Resource and India being top in the list of populous nations having vast pool of Human Resource is no doubt having now quality Human Resource. Chapter 4 discusses how quality of education vis-à-vis management education affects Human Resource of a country.
In response to the third question, Chapter 6 surveys the different institutes in NCR,their admission procedure, faculty, placement which ultimately affects quality. .In this chapter we will also try to focus on quality tools . To achieve the objective of this study which is aimed to find a solution for a concrete social academic problem the thesis calls upon existing work from education studies, Quality management, recruitments of organizations , campus selection in B-schools. At this point, it must be stated that the thesis calls upon secondary sources also. Contacts were made with the various students studying in different B- schools of NCR. Management of these institutes was also contacted. However access was not possible in all institutes, in that case different faculties were contacted in -person. HR personnel’s of different organizations were also interviewed and in some cases questionnaires were got filled from the same. Research for the thesis also included an extensive literature search.
Every research work has its own set of limitations so has mine. I tried a lot to cope up with the limitations but still some of the limitations which I cannot neglect are as follows:-
1. There was one major hindrance in gathering the data because management of the institutes were not ready to reveal the real data so had to cross check and neglect the small variations.
2. Data gathered through questionnaires took time to get cross checked and at points
there were contradictions.
3. Companies chosen were not ready to reveal their recruitment sources. Most of the
time concerned persons kept me waiting thereon giving very less details. So, I had no choice but to work on the same data and it became very difficult for me to analyse the same.
4. Major limitation of this research is Quality tool six sigma as no institute is applying any tool as such so was not able to analyse that part. Instead I gave a model of Six sigma for management institutes.
5. A few of the parameters were not analysed because of the unavailability of the
data.
To address its research questions, the thesis is divided into seven chapters. The following describes the content of each. In order to trace the development of education in India vis-à-vis management education and its quality Chapter 1 examines the overview of education how it got transformed from “Gurukul” type to specialization focused. Its development after post independence and emergence of education as India’s super infrastructure. It also focuses governing/ managing bodies of higher education in India. Then, it also focuses social status of management education in India which discusses the pre independence education attitude of society. It also throws some light on shift in social status of business education during 1980. However, after analyzing emergence of management education in India Chapter 1 also gives an overview of quality of higher education as well as management education which went towards negative side with the growth of management institutes after 1990 i.e. liberalization after which various Multinational companies entered into India.
Chapter 2 discusses the six sigma as a tool of quality enhancement. It focuses on six sigma in detail, also that how it has generated profits for the organizations that have adapted it. In this chapter the complete process of six sigma and various terms associated with it have been it have been defined. As focus of my research is quality in management institutes so, chapter also discusses the role of six sigma in management education.
In order to have an in depth look into the management education and its quality chapter 3 gives us the description of quality in management education. In this chapter various parameters like admission , Faculty, infrastructure, placement etc have been discussed in detail and their affect on the quality of management education.
We are studying the quality of management education ultimately to know its affect on Human Resources which is the focus of Chapter 4 .It focuses on what B-schools are producing, how they are being absorbed in the corporates , what corporates are expecting out of a management graduate. It also discusses how MBA has its impact on employment and career. It also gives an overview of how business schools help in enhancing economy of a country. It also defines ‘FEM’.
As we know ‘Campus placement’ is one of the important sources of recruitment from where organizations directly take the new recruits. It not only reduces the cost of recruitment but also gives an organiastion an advantage of choosing from the good one as compared to choosing among the mixed pool of applicants. This is discussed in Chapter 5. It throws light on various organizations that go for campus placement.
Second last chapter i.e. Chapter 6 gives us a detailed insight about institutes (taken as sample) their criteria for admission, placement, their efficiency in placing their students. It also gives us a comparative analysis and aftermath of the campus recruitment of various organization. It is based on the data collected from various institutes and various oragnisations. It tells us the real stories of the various institutes and what actually organizations want from management graduates.
This chapter analyses faculty, placement also of various institutes. Effect on Human resources of various oraganisations ( taken as sample) and what they require. It also analyses the institutes focus as far as quality of management education is concerned. Chapter 7, the last chapter ultimately leads us to the Conclusion and suggestions. This chapter justifies the various hypothesis laid down for the research purpose which are quality related, admission related and expectation of the industry. This chapter’s main focus apart from hypothesis is “Six sigma model” which explains various areas as a quality enhancement points with the help of Fish-bone diagram. This part has been discussed under suggestions along with various other suggestions. Suggestions are followed by Bibliography. At the end various questionnaires have also been attached.
By: loveleenchawla