Uday salunkhe pedagogical changes and challenges

Pedagogical Changes And Challenges
For The Future Growth Of Decision
Sciences

Prof. Dr. Uday Salunkhe & Dr. P. S. Rao

Abstract

Knowledge, Innovation and change in business schools have not been researched as

intensively as business and industrial organizations anywhere. If these three are to flourish

in B-schools it is critical that the mechanism which can sustain and encourage should be

understood clearly. The significance of these three raises the need of new teaching and

learning methodologies. B-schools require constant monitoring to identify the areas of

potential improvement and to improve the quality of teaching and learning models. An
attempt is made in this paper to address the new challenges and emerging issues for both

teaching and practice of decision sciences.

Key words: Knowledge, Innovation, change, teaching methodologies.

Introduction

Management Science (MS), or Decision Science (DS) is the discipline of
using scientific research-based principles, strategies and other analytical
methods, such as mathematical modeling to improve any organizations
ability to enact rational, meaningful business management decisions. The
field is also known as Operations research (OR) in the United States, or
operational research in the United Kingdom. These three terms are often
used interchangeably to describe the same field.

Decision Sciences are concerned with developing and applying models
and concepts that may prove useful in helping to illuminate management

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issues and solve managerial problems. The models used can often be
represented mathematically, but sometimes computer-based, visual or
verbal representations are used as well or instead. The range of problems
and issues to which management science has contributed insights and
solutions is vast. It includes, deciding the appropriate place to site new
facilities such as a warehouse or factory, identifying possible future
development paths for parts of the telecommunications industry,
establishing the information needs and appropriate systems to supply them
within the health service, and identifying and understanding the strategies
adopted by companies for their information systems.

In the modern economic scenario all over the world- "Management" - as a
stream of education and training has acquired new dimensions.
Management as a Decision Science is an exciting field where you can have
an immediate impact on the operations of any business. The field of
Management is dynamic in nature. New tools and techniques are
continually being introduced to improve the efficiency, productivity, and
profitability of any organization. All organizations and their departments,
functions, or groups use Management methodologies, which include
problem solving techniques and guidelines for various related activities.

Objectives

The main objectives of this paper are

1. to examine the present status of management education and to find
out ways for quality improvements in the current system so that
business responds to current paradigm shifts and global dynamics.

2. schools to improve the quality of teaching and learning models.

Methodology

The methodology used was secondary data sources and survey of literature
available on the internet, journals, newspapers and the proceedings of the
Annual Conventions conducted by AMDISA, South Asian Management
Forum, AIMS, IAMD and ICUBER. This gave a broad overview of what has
been happening in the areas of management education in different business
schools.

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Quality of Management Education - challenges of changing scenario

The world around us is changing and changing very fast. The speed of
change is so fast that we cannot turn back. The changes are visible in
multiple forms and in multiple directions. The qualitative aspects of
management education are as important as its technical aspects. It should
equip students with management skills and expertise and develop in them
the right attitude.

Knowledge is the driving force in the rapidly changing globalised economy
and society. Quantity and quality of specialized human resources in
management education determine their competence in the global market.
Emergence of knowledge as driving factor results in both challenges and
opportunities. It is well known that the growth of the global economy has
increased opportunities for those countries with good levels of education.

In a true sense, Internationalization of management education needs
number of changes and the thrust areas of management education
requiring quality improvement are the following:

1. Course Curriculum 2.Teaching Methods 3.Teaching Faculty 4.Research
and Innovation, 5.Industry Institute Linkages and 6. Foreign
collaborations.

1. Course Curriculum

In the context of a rapidly changing global economy, Universities / Business
Schools have to learn to cope up with the emerging challenge. It calls for
changes rather than updating curriculum to take up the challenges. The
updating / restructuring course curriculum includes the following

i) International Orientation

The course curriculum should be of international character. The
curriculum bounded by national boundaries will not serve the purpose
in present scenario. The stiff competition from global players made it
mandatory for every organization, to study the issues from
international perspective. The studies should include global issues
like gender, nuclear, economical, social, political, cultural diversity and
foreign policy etc.

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ii) International Marketing

As market is wide open for every nation and every organization,
knowledge of international marketing is of utmost importance. The
curriculum should include understanding of overseas markets, their
needs, their purchasing patterns, opportunities, political scenario,
foreign trade policy, etc. Study of principles of trade, bi-lateral and
multilateral agreements, regional groupings, foreign direct investment
is highly needed.

iii) Understanding Foreign Language / culture

There is the need for understanding of foreign consumers, their culture
and language. It is said that culture changes at every 50 km, but to
understanding foreign consumer, its study is of immense value.
Cultural pattern gives basic information like behavioral pattern,
consumption pattern, likes and dislikes, etc.

So there is a need for organized programmes like 'Cultural Immersion
Programme', Language studies Programme' etc., in collaboration with
foreign universities / organizations. It is a novel way to know about
diversity in culture and developing partnership /collaboration with
other higher educational institutions around the globe, The
universities/ Institutions have to take entrepreneurial role and be more
proactive in negotiating and arriving at mutually satisfactory exchange
agreements.

iv) Understanding Technicalities of Foreign Trade Practices

With the emergence of WTO, the International trade is governed by
unique trade practices. There is need to understand these unique rules
of governance. So one must know the features of national and
international trade. This includes study of various agreements of tariff
and trade like, agreement on preshipment inspection, agreement on
technical barriers to trade, agreement on valuation of goods, principles
of WTO etc., and last but not the least documentation i.e. procedural
part of international trade.

v) Knowledge of E-commerce / Internet

Internet is just not one more point in the long continuum of inventions,

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but a moment of real transformation that is now beginning to be
appreciated. Development of Internet is a real boon for
internationalization of management education.

The internet education facilitates not only e-learning process but utmost
needed to understand a new trading practice i.e. electronic commerce (e-
commerce). The objectives served by Internet in learning process are.

a) surfing through the information highways.
b) promise on-line library
c) international orientation of curriculum
d) facilities in learning

The motto of learning internet is that now a days e-commerce becomes
the watchword for business world. Internet has an exclusive potential to
elicit business from 100 million-plus Internet users world wide. There is no
second opinion that Internet in general and e-commerce in particular is
overturning the old rules about competition and strategy. Many companies
choose to engage in this type of business practice in addition to traditional
business methods, while others use the internet exclusively to reach existing
and potential customer. It also facilitates to complete the transaction over
web only. Hence keeping in mind this very fact, the knowledge, especially
of Internet and e-commerce is of great importance.

vi) Benchmarking course Curriculum against Institutes - Overseas

Apart from the above, the business schools in the country must also
continuously upgrade themselves by comparing themselves with their
counterparts in other parts of the world. Infact they should benchmark
their course curriculum against such Institutes overseas.

Here the following aspects must be stressed upon

a) course on technology should stress not specific computer techniques,
but the very dynamism of information revolution.

b) course curriculum to stress on strategic planning, systems analysis and
design and operations.

c) inclusion of International policy study and

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d) offer electives like global money, market games, Asian management
models, Lab in group dynamics and the like over the traditional
electives offered.

2. Teaching Methods

Already we are witnessing several paradigm shifts in management
education. Globalization demands change in existing structure, mode of
delivery of education system etc. thanks to the major developments in
information technology, learning is made easier, highly customized and
learning centred. Electronically delivered educational services make use
of the real time television and computer links and make interactive learning
possible. It makes it possible to bring real life experience to class room.

Paradigm Shifts

A paradigm shift is taking place in higher education particularly in
management education. According to Barr and Tagg (1995), the paradigm
that has governed our universities is one that defined a university as "an
institution that exists to provide instruction. Subtly but profoundly we are
shifting to a new paradigm where a university becomes an institution that
exists to produce learning.

Pedagogical Changes
Old paradigm of teaching and testing New paradigm of continuous learning
and improvement
1 Success is artificially limited to a few 1 Unlimited, continuous improvement
"winners." All others are made to and successes are the aims of the
consider themselves and their work as school and community.
mediocre or inferior.

2 Competition-based 2 Cooperation-based.

3 Lessons are linear, consecutive 3 Learning is like a spiral with offshoots,
segments of one-way communication. with energy directed toward
continuous improvement.

4 Product-oriented. Focused solely upon 4 Process-oriented. Goals are important,
results, without acknowledgment of but the process of getting to the goal is
their short-term nature. Grades and at least as significant. Assessments are
rankings are important in themselves. used for diagnostic and prescriptive
purposes.

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and improvement

5 The system and its processes don't 5 The integrity and health of the system,
matter, as long as the ends are its processes, and its people must be
achieved. maintained, or the system will be
suboptimized and will eventually fail.

6 School is a place where teaching is 6 School is a true community of learner
done to (at) students. Students are in which administrators, teachers, and
passives, while teachers are active. students learn how to get better and
better at the work they do together, so
that everyone succeeds optimally.

7 Teachers are isolated from each other 7 Teachers work together on school time
by time and space. to build success with each other and
with a manageable number of students
in a cohort group.

8 Single-discipline instruction. 8 Multi- and cross-discipline instruction.

9 School learning is restricted to the 9 School learning is the foundation for
curriculum, often in its narrowest life-wide, life-deep, and lifelong
interpretation. learning. 3-Dimensional Learning.

10 Tayloresque factory model: Rule by 10 New model: Lead by helping and by
compliance, control, command. providing vision and support, making it
Authoritarian, hierarchical. possible for teachers and students to
Management based upon fear. take pride in their work together and to
have joy in the processes and products
of continuous improvement. (In Japan
this is called kaizen.)

11 Centralized control over resources, 11 Site-based management of resources,
curriculums, teaching methods, length curriculums, teaching methods, length
of class periods, etc. of class periods, etc.

12 External validation of truth and the 12 External and internal truths are
"one right answer" for every question discovered through teachers' and
asked by teacher, text, test. students' questioning together.

13 Testing as the primary means of 13 Testing, when appropriate, to help
assessing results of the learning modify (improve) the teaching-learning
process. process. Other modes include process
portfolios, exhibitions, performances,
etc.

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and improvement

14 Instruction is set up to generate (right) 14 Instruction is set up to generate better
answers. and better questions, followed by
student inquiry into some of the areas
of those questions. Student
performances demonstrate improve
understanding of the nature of the
questions and some of the ways they
might be solved. Teachers are

15 Teachers are expected to know 15 experts in their field. But more
everything about their subjects. They importantly, they are the most
give students data and information; enthusiastic and dedicated learners in
students memorize it, then forget the classroom. Students learn from
most of it. teachers, other students, the
community and other sources, and
incorporate these learnings into their
lives, applying their insights as
appropriate to real-life challenges.

Teaching to learning paradigm shift

The Learning Paradigm

A paradigm shift is taking place every where in the world in higher
education. In its briefest form, the paradigm that has governed our B-School
is this: A B-School is an institution that exists to provide instruction.

Subtly but profoundly we are shifting to a new paradigm: A B-School is an
institution that exists to produce learning. This shift changes everything. It
is both needed and wanted.

The Learning Paradigm frames learning holistically, recognizing that the
chief agent in the process is the learner. Thus, students must be active
discoverers and constructors of their own knowledge. In the Learning
Paradigm, knowledge consists of frameworks or wholes that are created or
constructed by the learner. Knowledge is not seen as cumulative and linear,
like a wall of bricks, but as a nesting and interacting of frameworks. Learning
is revealed when those frameworks are used to understand and act.

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In the Learning Paradigm, learning environments and activities are learner-
centered and learner-controlled. They may even be "teacherless." While
teachers will have designed the learning experiences and environments
students use-often through teamwork with each other and other staff-they
need not be present for or participate in every structured learn activity.

The prominent changes needed in teaching methods are:

i) Interactive Teaching

The two way flow of information will always be more fruitful than a
traditional way of teaching. Interactive teaching is the best techniques
of understanding the subject.

ii) Learning through real life cases

They will lead to better understanding of subject than merely teaching
the text. The applied nature of text always leads to the thorough
understanding of the subject.

iii) Continuous education

The tasks of Institute just not end at educating the students once for a
life time. Institute should educate their students on continuous basis.
Life long education should be made available to all, at all places and
all times. The student access centres should be built up all over the
world. These centres will facilitate in providing a copy of related
material as well as copies of information databases in CD-ROM format
also.

iv) Learning support through the Web

This has lead to a significant interest in the implementation of the
internet based teaching through the virtual classrooms. The interaction
between spatially separated learners can be organized in the following
ways:

a) Interaction between teachers and students

b) Work on assignment alone or collaboratively with other students.

c) Internet Relay Chat (ITC) is a method by which students and
teacher can communicate synchronically on different 'channel'
and from different locations.

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v) Global Study tours

Global study tours should be made part and parcel of the course, the
leading business school in India and abroad send the groups of
students to take a review of business environment in various parts of
the world. In the recent news the California University sent a group of
students to India to study the Indian Business environment.

Very recently the University of Mumbai sent groups of Principals and
Directors from various colleges and institutes to UK, USA, Australia
and Newzeland on study tours to interact with their counter parts
abroad. These study tours will lead to better understanding of business
environment around the globe.

3. Teaching Faculty

Globalization also demands, preparing teaching faculty to take up
challenges of tomorrow. The faculty must be international in composition
to a very significant degree. Employment of teaching faculty on the basis
of nationality is just not enough.

If we want to internationalize the management education, faculty of
international composition must be recruited. This will not only result in
knowing diversity in culture but also about various issues across the
national boundaries

The prominent changes need to be made are

i) Core Faculty

A lot of development and value addition of management students
take place only in classrooms. Therefore, a critical component of core
faculty is must for running a successful Management Programme. A
team of dedicated and committed core faculty enables the Head of
the management institution to effectively run, evaluate, improve and
monitor the Programme. Paradoxically, both in universities and
privately managed institutions, the situation is far from encouraging.

ii) Visiting Faculty

The purpose of inviting professional and practicing managers from
industry and senior academics from management institutions is to
bring the real life situation to classroom exposing students to practical

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day to day problems which the managers were facing in running the
affairs of corporate world and to develop a deep theoretical insight
among them.

Moreover, the intention is also to build the image of the institute in
industry and enhance the industry academics interaction which will
ultimately facilitate arranging summer training, final placement of
students and sometimes even to know the requirements of industry in
terms of syllabus and courses being taught in business school etc.

4. Research and Innovation

Management education system should be highly vibrant, dynamic system
which is constantly experimenting, innovating and evolving. It should have
the confidence to experiment and the ability to nurture innovations to
success. Innovation requires autonomy and strong internal institutional
mechanisms to protect quality. Any live system evolves in constant 'search'
for a better 'fit with the changing environment.

Research in Decision Sciences is crucial for improving the practice and
teaching of management. It is a mater of fact that quantity and quality of
research undertaken by Business Schools has been largely inadequate.
Research is a crucial activity for promoting all round development of the
institution and exchanging the quality of academic processes.

It conveys an important message to the students, future industry leaders
that research is thus a key educational strategy to be adopted across the
entire management education system.

Research carried out should not be restricted to national boundary. The
research on various issues of international aspects is need of the time. Joint
research programmes with leading foreign institutes or agencies can be a
good option for this. Also organizing the seminars, conferences, workshops
on various issues of international aspects will facilitate in

a) research on various issues of national and international interest

b) platform for exchanging information of international issues around
the globe and

c) an opportunity to know about foreign cultures, consumption pattern
etc.,

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5. Industry- Institute Linkages

In the changing times the need for better Industry-Institute linkages is
compelling. If education has to keep pace with the technological and job
market changes, it has to take proper steps to develop industry institute
interface. And if industries strive to become cost effective and efficient
they will also have to ask help from the universities / Institutes.

In partnership with industry can be found common goals, shared initiatives,
and the mutual eagerness to create, integrate and spread new knowledge.
In this mission the human resources have to be involved. Process of
educational reconstruction and transformation is a people's movement
and when people are involved nothing can fail.

Together a strengthened society can emerge, a better future and relevant
education can flourish and happy productive individuals can thrive. The
institute-industry tie up is beneficial not only for the education centers i.e.
the institutes and the work centres i.e. the industries but also the student
and the worker i.e. the individual. It is a symbiotic relation where the three
viz. institute, student and industry depend on each other and are benefited
mutually by this interdependence.

6. Foreign Collaborations

Foreign collaborations with leading Universities / B-Schools help in
improving course material, technology transfer, and joint research
programmes in addition to generating additional resources. This also gives
boost to faculty exchange programme which in turn leads to international
composition of teaching faculty.

Globalization also offers new challenges as well as opportunities to the
universities around the world in general and management education in
India in particular. To successfully operate in a borderless world,
management institutes have to maintain high quality standards, gain a
multi-cultural and multi-disciplinary perspective, ability to work in different
cultures, strategic planning, developing up-to-date infrastructure facilities,
and acquire the ability to internationalize their curriculum and courses
and ensure greater mobility to staff across the borders that would enrich
academic life and experience.

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Future challenges of Decision Sciences

Today's instructors are finding that their "tried and true" teaching methods
are no longer effectively reaching today's students. Instruction must
respond to students' changing learning needs and this response can be
accomplished with continuous improvement through teaching
innovations.

1. Learning Environments and Learning Preferences

The new learning environments for this Net Generation should be active,
collaborative, experiential, team based and a self- paced. The NetGen
student prefers to learn at his own pace. They like and are comfortable with
an online environment for testing, lectures and assignments. They are
informal learners, preferring "any time any place" learning to traditional
classroom. Class time is most effective for these students when it involves
interaction, demonstration and social networking.

2. Student- Paced learning

Students prefer accessibility of information on their own terms. Not only
should you be posting all of your course materials online, you should also
post them in portable formats.

3. Peer-to-peer learning

Why do you think they are always asking you if they can "work together"
on an assignment? They like to brainstorm and spend considerable time in
online discussions boards and blogs. In fact some of the most popular
learning environments today involve the use of Wikis (on -line editable
web encyclopaedias) and blogs. This is a culture that is very social and
thrives in on-line communities.

For larger projects in class, such as marketing, research survey, promotional
plan, service analysis or strategic marketing plan put your students into
groups. Just be sure that peer evaluations can be used to reduce the "free
rider" effect of groups.

4. Engagement and Experience

Gaming and simulations are also comfortable modes of learning for today's
students. Games have the true potential to excite students through

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competition, exploration, preparation, chance encounters and the thrill of
the unknown. Participating in games and simulations perceive them to be
fun and a useful learning activity.

5. Things that matter - Student's Skill

Students need to be "sold" on what you are making them to do for a class,
so be a marketer and sell! Students value skill-building with applications
so as you teach them how to use software, simulations or other tools to
complete an assignment, remind them to put that skill on their resume.

Students particularly find real projects to be useful resume builders; these
projects can act as a substitute internship and also have a tangible outcome
an employer could see. Students often see even more value in doing these
consulting projects for non-for-profit organizations as a way of serving the
community. Being able to double-count a project both for volunteer service
work and for marketing skills is more valuable to a student for their own
internal motivations as well as their resume.

6. Learner Expectations

Students must be engaged using the three H's: 1) Head 2) Heart and 3)
Hands. Most NetGen students do not question the instructor's knowledge
on the subject - to the contrary- they expect the instructor to be an expert in
the topic ("head") and be able to pass that knowledge on to them. NetGen
students also need to feel that the instructor has a heart and cares for the
students, including responsiveness and the empathy for them and their
problems. It also includes an enthusiasm for the topic and teaching in
general. Finally, good teaching skills are necessary. Use of the "hands" to
convey ideas at the right level, in a clear and systematic manner, which
stimulates their interests and learning, is vital.

Implementation and Innovation

The NetGen learner is here to stay and a new type of learner will be here
tomorrow. As instructors, we need to acknowledge and adapt to new
learning styles, lest they "tune us out" and find the material irrelevant.
Today's student is more technology savvy than ever before and their
comfort with the digital environment presents some challenges for teachers
who are often less than comfortable with this new paradigm. If you have
not already done so, begin looking at your course delivery methods and
incorporate some of the technologies and methods discuused.

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A key factor is finding multiple solutions for learning. Engage yourself in
teaching blogs, read journal articles about marketing teaching innovations
and interact with peers at conferences to exchange teaching ideas. Think
about a single class that involves brainstorming, peer exchange, debate,
concept mapping, case involvement and an authentic project. The
multidimensional approach is the path to success.

There are several learning outcomes that remain over time such as
communication skills, critical thinking, problem solving and collaboration.
The major change factor involves how these concepts and ideas are
communicated to the students. Business School is the place to allow
students to learn and explore new ideas and topics as they prepare for a
future that has never been more uncertain, but also one that has never
had as many possibilities. Teaching is a process of continuous improvement
, not one finding a single teaching method and staying with it forever, so
you should also continue to engage and explore the possibilities in
innovative marketing education.

Conclusions

The present state of affairs of our management education demands
immediate attention if the drift and decay is to be avoided. The educational
culture of the 21st century warrants new reform packages and an altogether
fresh approach in tune with global futuristic trends in management
education. The fast expanding domains of knowledge, owing to increasing
pace of information explosion, necessitates radical changes involving
newer options of academic renewal. The need of the hour is for greater
introspection on innovative methodologies of teaching and research in
our B-Schools, the emphasis should be on improving the quality in all
aspects-right from the intake of students till they are placed.

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Prof. Dr. Uday Salunkhe is Group Director of We School
E-mail: director@welingkar.org
Dr. P. S. Rao is Dean Quality & new initiatives of We School
E-mail: ps.rao@welingkar.org

Uday salunkhe pedagogical changes and challenges

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