Revamping The Commerce & Management Curriculum For Managers Of Tomorrow

Posted in Human Resources Articles, Total Reads: 1722 , Published on 29 October 2012
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The world is changing very fast. Most of the scholars are recommended to reorient the commerce and management course. Now, syllabi of all universities were not able to meet the different types of challenges posed by industry and the business and also were not practical oriented to develop skills and qualities among youngsters to face work situations. It requires reorienting and restructuring Commerce and Management education programmes by introducing uniform syllabi at the national level.

Most of the Indian Universities and Colleges have not recognized the importance of IT and IT related skills. Therefore, students are not getting opportunity to acquaint themselves with tools of Information Technology. The professional bodies, Trade Associations, Chambers of Commerce and Management Association have shown very little preference to associate universities in designing or redesigning the Commerce courses. On many occasions such organizations have criticized the university system.


Before entering into the areas of research in commerce and management and its contributions to commerce and management education, it is better to get some back ground information about the evolution of commerce and then the management in India.

During the Vedic ages the Indian society primarily was divided into four castes – Brahmins, kshakrtiyas, vaishyas and shudras. While each caste was vested with specific duties, the whole domain of commerce was in the hands of the vaishya community during that period. Father to son and to his heirs imparted education about business techniques, secrets of success in business, etc. But with the passage of time the members of the vaishya community started to switch over to other professions. Similarly people belonging to other communities also entered into the area of business. As people belonging to different backgrounds entered into business without adequate knowledge in business, a need arose for the imparting of formal education in the area of commerce and business. This was the starting point of commerce education.

If one turns the pages of history, one can find that formal commerce education was first started in India in 1886 at Madras by the Trustees of Pachaiappa’s Charities in the form of commercial School. Thus the formal commerce education in India is nearly 118 years old. At collegiate level the Presidency College, Calcutta started Commerce classes in 1903. Thus higher education in Commerce in India is nearly 102 years old. Now, demand for Commerce courses commands a third position next to medicine and engineering. The self-financing Arts colleges, which are started every year even now, bank upon Commerce courses for enrollment of students.

The world is changing very fast. The pace of globalization, liberalization, and privatization has tremendously influenced the various dimensions of Commerce education. Thus literature on commerce education has been reviewed on the basis of papers presented at the All India Commerce Conferences and papers published in referred journals. Most of the scholars have opined that Commerce and Management courses were not able to meet the different types of challenges posed by industry and the business and also were not practical oriented to develop skills and qualities among youngsters to face work situations. On this basis, we recommend the following points,

  1. For reorienting the structuring Commerce and Management education programmes by introducing uniform syllabi at the national level
  2. Enhancing and maintaining quality in Commerce and Management education service packages by innovating the methods in teaching and training technology.
  3. Develop IT skills and competencies in future economy prerequisites.
  4. Develop software, CD-ROM’s and digital media repositories in core as well as supplementary and related areas.

BASED ON UNIFORM SYLLABI

An attempt should be made to revise the syllabi of different courses in order to fill up the existing gap between the old and the new technological developments, occurring in the existing situation. New intraspecialised courses should be introduced in the programme so as to make students more confident in getting jobs.

Suggested new structure and contents

School levels: Basic knowledge be given along with vocational training courses

Graduate level: Students should be acquainted with economic principles involved in business decisions. Work experience must be required by assigning field survey work, work in industry, business, college office and library, chamber of commerce, chartered accountant chambers, management association, etc.,

Post Graduate level: Special courses are introduced to understand the problems of business enterprises. For effective implementation of the programme, Government and universities should establish a dialogue with business and industries.

Professional Level: Institutions like the ICWA, CA, ICS, IIMM, NIPM, PMI, etc. must plan their courses and revise them from time to time (according to changing requirement) collaborating the customer perceptions, institution’s performance and industry’s problems.

SEVEN STONES OF SUCCESSFUL TOTAL QUALITY EDUCATION SYSTEM

For the success of any system there are some stepping stones. The stepping stones for the success of a Total Quality Education System are as follows:

Philosophy: The ideology behind the institution,

Vision: The purpose of existence of the institution,

Strategy: The planning pattern of the institution,

Skills: The methodology of doing things of the institution,

Resources: The potentials available to execute things in the institution,

Rewards: The motivation pattern of the institution, and

Organisation: The structured nature of the institution.

The performance of the institution can be inferred on the seven stepping stones as in the following table.

Philosophy

Vision

Strategy

Skills

Resources

Rewards

Organisation

Inference


X

X

X

X

X

X

No followers

X


X

X

X

X

X

Confusion

X

X


X

X

X

X

False Starts

X

X

X


X

X

X

Anxiety

X

X

X

X


X

X

Frustration

X

X

X

X

X


X

Bitterness

X

X

X

X

X

X


Lack of coordination

X

X

X

X

X

X

X

Success

(X mark represents the presence of the feature and the shade represents absence)

BASED ON TEACHING AND TRAINING TECHNOLOGY:

Uniform teaching and training technology is must at the national level. Commerce and Management education depends upon the quality of students produced by them and their absorption in the reputed firms of the global market. The reputation can be enhanced, if the institutions have a clear idea about the skill and capabilities of students produced by them and what is required by the industry. To make the courses more practical oriented, it is suggested that the following teaching and training technology be adopted;

Present Technology:

  1. Lecturing
  2. Group discussions
  3. Industrial visits
  4. Guest lectures
  5. Project work

Suggested Technology

  1. Self study
  2. Field study
  3. Case study
  4. Seminars
  5. Simulation
  6. Audio Visual aids
  7. Library assignment
  8. Practical training (Bank, Industry etc.)
  9. Rapid reading

DEVELOP IT SKILLS

By setting up adequate computing infrastructure and introducing appropriate IT modules in all the undergraduate and post-graduate commerce and management courses, colleges and universities can play vital role in imparting the just right knowledge to the students and making the degree more and more commercially viable.

The universities and colleges should think about how much knowledge of computers a person need to look for a job does. Hence, the first year of the curriculum of all the undergraduate courses should include compulsory course in computer applications containing the concept of hardware and software, spreadsheets, database, word processing, networking, Internet and fundamentals of e-commerce, information technology for managers. Though universities like Bangalore have already taken steps to include computer applications as a mandatory paper at the postgraduate level, the need of the hour is that such a paper should be made compulsory for the undergraduate courses in all the colleges

CONCULUSION:

The universities are the centers for professional and social transformation. The aim of the university is to remain a center of culture. Therefore Commerce and Management academicians at the university level must guide the educationists and national/State level councils of education and research on the changing role of Commerce and Management discipline in education. It is also the responsibility of professional associating bodies to consult university academics while developing their programmes of training and education. It is the university level commerce and management education system, which is responsible for promotion and transforming the discipline of Commerce and Management. Based on the experience in commerce, management and computers, the IT subject scheme may be adopted for the commerce students at the UG and PG level. It definitely provides a platform for the intelligentsia to confer over the contents to be taught in the field of computer relevant to commerce and management education. The professional bodies, Trade Associations, Chambers of Commerce have shown very little preference to associate universities in designing or redesigning the Commerce and Management courses. On many occasions such organizations have criticized the university system.

This article has been authored by M.Dhiliphan Kumar from Karunya School of Management.

Image: FreeDigitalPhotos.net


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