Making Of Professional School

2009

Making of School NURTURING FUTURE

PIYUSH ASTHANA Piyush Asthana

Piyush Asthana For Asiel Consultants 6/15/2009

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Introduction Before we discuss the current higher education system in India, a brief historical background will be helpful to understand its institutional context. India has a very rich history dating back several millenniums. Knowledge was preserved and propagated through an oral tradition. In this context, the teachers set up ‘residential schools’ in their own homes. Students were to live with the teacher and his family and were expected to share the daily chores of the family. Sanskrit was the language of the educated and the texts were composed in this language. Most of the major modern languages in India are derived from Sanskrit. During the rules of kings belonging to the Mauryan dynasty in the third and second century BC India flourished with the establishment of institutions of learning. Taxila, now in Pakistan, became the seat of learning where scholars journeyed to learn and to be educated. Nalanda in eastern India became famous for the Buddhist University where several religious conclaves were held. In the 10th century, India was invaded from the northwest and many founded their dynastic rule in India. Persian became the court language and the educated elites became conversant in Farsi and Arabic. The dual traditions of Sanskrit and Farsi education were kept alive till the colonization of India by the British. The British established schools to teach English and the sciences. In 1857 three universities were established in three metropolitan cities, Bombay (now Mumbai), Calcutta (now Kolkata) and Madras (now Chennai) following Oxford or Cambridge as models. Another university was established in 1887 in Allahabad. These universities imparted education in the liberal arts and sciences. The main objective was to prepare people for careers in the civil service, legal profession and in medicine. The need for technical education was also felt by the British, who established the first industrial school attached to the Gun Carriage Factory in Guindy, Chennai, in 1842.With this varied history of the higher education system, the current system is primarily modelled after the British system. However, some the technical institutions in engineering and management are modelled on the US system. The higher education system remains primarily the responsibility of the state governments, although the central government has taken the initiative in establishing and funding a few central universities and other institutions of national repute. India has 14 major languages. Institutions of higher education use English as the medium of instruction for most courses, particularly in the technical fields, though the regional language remains a major cultural artifact that provides the cultural context. Only the universities are generally authorized to grant degrees. By special acts of Parliament, the institutions of national importance have been authorized to grant degrees. Post-graduate institutions and polytechnics can grant diplomas and are to be recognized by the All India Council of Technical Education. Current Education Scenario in India India possesses a highly developed higher education system which offers facility of education and training in almost all aspects of human creative and intellectual endeavours: arts and humanities; natural sciences, mathematical and social sciences, engineering; medicine; dentistry; agriculture; education; law; commerce and management; music and performing arts; national and foreign languages; culture; communications etc. The institutional framework consists of Universities established by an Act of Parliament (Central Universities) or of a State Legislature (State Universities), Deemed Universities (institutions which have been accorded the status of a university with authority to award their own degrees through central government notification), Institutes of National Importance (prestigious institutions awarded the said status by Parliament), Institutions established State Legislative Act and colleges affiliated to the University (both government-aided and –unaided) As on 31.3.2006,

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there were 367 University level institutions including 20 Central Universities, 217 State Universities, 104 Deemed Universities and 5 institutions established under State Legislation, 13 Institutes of National Importance established under Central legislation and 6 Private Universities.. There were 18,064 degree and post-graduate colleges (including around 1902 women’s colleges), of which 14,400 came under the purview of the University Grant Commission, the rest were professional colleges under the purview of the Central Government or other statutory bodies like the AICTE, ICAR, MCI etc. Of the Colleges under UGC purview 6109 have been recognized by the University Grants Commission (UGC) under Section 2(f) and 5525 under Section 12(B) of the UGC Act, which recognition permits them to receive grants from the UGC. In 2006-07, an estimated 13.93 million students were enrolled in the institutions of Higher Education as against 10.48 million in the previous year and the faculty strength was 0.488 million as compared to 0.472 m in the previous year. It may, however, be pointed out that while India has the second largest system of higher education, next only to the US, the total number of students hardly represent 6% of the relevant age group aged between 18 and 23 years, which is much below the average of developed countries (47%) and less than that of developing countries which is 7%. Global MBA rankings would suggest that the die is already cast. According to the Financial Times' 2009 rankings, India account for only one school each among the top 100 MBA programs in the world, as contrasted with 56 from the U.S. Even this (the Indian School of Business) is the products of Western alliances. None of the top two purely Indian MBA programs (IIM Ahmedabad and IIM Bangalore) make it into the FT Global 100 list. And Indian B-schools are reporting disappointing job-placement numbers for their graduates as the global recession dampens demand from would-be employers.

Framework of Indian education system The Indian Regulatory Scenario All the structures in the Indian Regulatory scenario are geared towards the public financing of higher education. For this reason, there has not been sufficient emphasis on academic rigor and concentration on output. For example AICTE requires at least 1,200 contact hours for the MBA program, in addition to 6-8 weeks of summer internship and field projects, divided over

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2 years for the full-time format, and 3 years for the part-time and distance learning formats. The applicants are to be admitted on the basis of a national or regional level written test to assess their aptitude and preparedness for learning of management, performance in group discussion and interview, behavioural and personality trait tests for professional aptitudes, and prior academic record and work experience. Each core faculty is expected to teach up to six courses a year, with an additional four course load equivalent time devoted to research, executive development programs, academic administration, and consulting. Recommended faculty-student ratio is 1:60. Each institution is required to have a minimum of 7 core fulltime faculty, who then serve as anchors for the part-time, visiting or guest faculty equivalent to at least three additional full time faculties. A library with at least 30 journals, and at least 200 titles in each of the subject areas, must also be maintained. Finally, sufficient computer and instructional technology and aids are required. These criteria define the minimum entry barriers. The Present At present, most of the institutions of higher Education belong to the government. The core regulatory bodies, such as the AICTE, UGC etc., have been established under Acts, which have the implicit understanding that professional education would be funded by the government. The structures, therefore, only address issues of immediate importance to the government, such as extent of grant, government representation on the Board and regulation of courses etc. There has really been very little emphasis on the quality of education, and its suitability and relevance to the job market. That is why it needs change, particularly in the light of expected changes in job profile, following the WTO developments. The Future In the future, professional jobs in India are likely to be very much more service oriented and this would require a total different approach from an industry and public sector oriented society framework. A great deal of input in subjects such as marketing, IT, ERP and other such areas is required for almost any specialization. Qualified experts can only do the determination of the need and quality, and non-professionals are basically rule-oriented. Therefore, the regulatory framework would need to absorb all these innuendos and redraft the legislation to best adapt to it. Student loans are freely available for professional education. The banks know that most students would be able to pay these loans back in comfort. There is a possibility of these loans being bundled together to make cohesive legal structures, which can then be traded on debt markets (as in USA). This would tend to be regarded as one of the better securities. Market Opportunities Private professional colleges India had, as of July 2007, 1,617 recognised engineering colleges, of which some 1,200 were private. The total number of colleges is expanding at a rate of about 100 per year, with 106 approved in FY08 out of 403 applications. This represent a US$7bn market, with engineering taking the major share at US$5.85bn (or 83% of the total five states dominate the market 63% of engineering colleges are concentrated in Andhra Pradesh, Tamil Nadu, Maharashtra, Karnataka and Uttar Pradesh. India has more than 300 private colleges offering MBAs and 140 private medical colleges, most operating as stand-alone institutions. A few chains have emerged, such as Amity University with 38 colleges, Manipal University with 20 colleges

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and ICFAI with IBS in 18 cities. The US$7bn market, with 16-17% CAGR, is expected to reach US$12bn by 2012. Hindrances to growth include the influx of substandard colleges, allegations of illegal fees leading to tighter regulatory controls, and allegations of political involvement. Colleges charge an annual fee and a one-time admission fee per student. The annual fee varies from Rs 150,000 for an engineering college to Rs 300,000 for an MBA. Admission fees vary, but range from Rs 50,000 to Rs 100,000. Some colleges are reportedly charging admission fees of more than Rs 500,000. Course duration varies, from five years for a medical degree, to four years for engineering and two years for an MBA.

. Parameters of ideal colleges There are several parameters that should be considered while establishing a new institution but for easy assessment I had clubbed them into five major groups that is Infrastructure, Quality of students, Pedagogy, Placements and Faculty and their Qualification.

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Quality of Student The quality of students entering a professional school is very important to consider. Student quality at the top Indian professional schools is superb and getting better. Sheer population numbers give these schools an advantage in the intellectual calibre of incoming students. Numbers dictate that it is harder to get into a top professional school in India than into a similarly ranked school in the U.S. or Europe. Currently Current an Indian MBA MBA/BE students, virtually all born after 1990,, grew up in the reform era, have been learning English for years, and have been heavily exposed to the market economy. They are also much more willing to challenge the status quo, a requisite for becoming innovative As we know that in India India, traditionally, education in commerce was not seen as the educational path of the brightest students. However, currently, getting accepted into a well regarded business school is seen as very attractive career. IIMs/IITs IIMs have been ranked at the top in several surveys of professional schools in Asia-Pacific Pacific region, and admission to any IIM is seen by most as a passport to a fast track career at the national and international internatio levels. Although it did not rank top on the list, it was the only Asian Business School to be ranked at all (WSJ Guide to B BSchools 2003).Each year about 100,000 aspiring candidates take Common Admission Test or the entrance exam of the IIMs. Of these 1,100 will be selected ected to join one of the IIM's IIM's. Thus admission ssion standards are very high. Now the question arises where the rest of student would go and here comes the role of second tier professional school who can also select from this huge pool of student. A distinctive element of b-schools b schools in India is the diversity of student profiles. Since management education is most popular at the graduate level, aspiring candidates come from a variety of academic streams such as engineering, liberal arts, science, commerce, and medicine, thereby providing a very rich inter-disciplinary inter disciplinary classroom experience. ce. However, most of the MBA students in India are relatively young, and they enter the graduate program straight after their undergraduate education. Although many of the Indian institutions give some extra weight for work experience, a majority of stude students are without work experience. This is in contrast to the US, where traditional graduate students have at least 3-44 years of work experience. experience

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Pedagogy Academic quality is not necessarily contingent on the student quality. More intelligent students and better resource endowments certainly facilitate the teaching process, and may also generate a more effective learning process. However, academic quality may be enhanced not only by procuring better quality students but also by improving the quality of students. The important question is what skills do professional students need? In a widely quoted report from Booz, Allen and Hamilton, professional education has come under criticism for not training students to meet the needs of business. The situation in India looks positive. As may be observed there are numerous classes in the management of people. There is thus considerable attention paid to skills that result in managerial success. An important feature common to most professional schools in India is the mandatory summer project that students need to undertake between their first and second years in MBA and in between third and fourth year while studying engineering. Students are expected to work with business organizations for two months at least. This is similar to internships in the US, except all students are required to undergo this. This allows schools to introduce local context in their curriculum, beyond simply using the American textbooks and discussing Japanese principles in the name of the global content. The professional schools should strived to cater to the specific needs of the local businesses by offering specific knowledge based sectoral programs, such as by including real-world projects and forging strong interfaces with the industry. Considerable diversity should exist in the pedagogical approach. The case-based and experiential approach is not universally used. In traditional business schools, curriculum is influenced by the traditional syllabi-oriented academic pedagogy. The faculty rush through topics with a view to complete the course, and deliver lectures using the material given in the books. There is often only a limited emphasis on the development of critical and analytical reasoning and a sense of scientific inquiry, observation, problem diagnosis, and problem solving. Consequently, students show deficient technical and social skills; and demonstrate a theoretical and self-oriented attitude. Many companies have been concerned that graduates lack a sense of social citizenship and service. Most companies had to put “re-education” programs in place, to reorient the graduates to the industry they were recruited to. Recently, there is an increased focus on trying to also test on critical application competencies, such as one involving project work. Examinations is an important element of the curriculum, guided by a philosophy that every worthwhile activity must be reviewed, monitored, appraised, and fed back to increase efficiency and effectiveness. Schools should utilize psychological assessment tools to pinpoint capabilities of the enrolled students, and identifying promising areas of their concentration. For example, personality mapping may be used to predict that a student who is ambitious and extrovert would do better in the marketing world, while one with empathy would be suitable for the Human Resource Development.

Placement Placement is an important aspect of quality. Consistently successful placement indicates that the school is meeting the needs of industry. Top ranked professional schools have excellent placement of their graduates. Almost all the graduates from tier 1 schools get excellent jobs with extremely high salaries. Some students are even finding employment abroad. The career focus of many schools may be seen by the efforts made the students for the summer internship, and request the companies to provide comprehensive feedback on the performance of the summer interns, so as to increase the chances of converting summer positions into full time post-graduation offers. In comparing the salaries earned by top ranking MBA/BE

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students and those from second tier schools, it is clear that there is great premium for graduates from the top schools. Yet until recently, many of the schools did not have professionally-manned placement departments and in some cases, the students were responsible for promoting their schools, and for organizing for their placements and for networking needed to establish self-employment entrepreneurial ventures. Infrastructure While the cost and resource limitations have made the development of infrastructure a challenge for most professional schools, the developmental banks have of late become more willing to grant loans for viable educational projects. For example typical tuition fee for bschools in India is INR 200,000 per year or INR 400,000 for a 2-year MBA program. If the b-school invests in excellent infrastructure, including residence dorms, state-of-the-art classrooms, and library facilities, backed by initiatives for faculty development, then the breakeven number of enrolments comes to about 250 per year; which implies a tuition base of $1million/year. By offering an additional BBA program, the numbers per batch can be further reduced. The critical constraint remains the administration, which has to devote time to the infrastructure development, as well as the development of faculty, programs, and industry interface for the placements. B-school should not only focus on providing lecture classes only but also arrange a single campus accommodation as this is highly needed to increase the networking capability of student and a single campus means free access to all facility that in turn enhances the effective usage of resources resulting an increase in the efficiency. Faculty Development In terms of faculty research, even the best Indian professional schools pale in comparison with any of the top 25 Western professional schools. Building the necessary research culture and assembling a critical mass of top scholars requires resources and even then can take years. Here too, top Western professional schools are likely to sustain an enduring advantage. In terms of a business school's ability to train corporate leaders, however, the quality of faculty research may not be as critical as it may appear. Although a majority of faculty in most Indian business schools do not have a Ph.D. Further, rather than remaining purely teaching institutes, Indian b-schools should encouraged faculty to apply knowledge through extension and consulting. Such extension activities help faculty bring real life experiences to the classroom, and allow professional schools to augment their resources by sharing a part of the consulting fee. There exists considerable gap between the desire for a comprehensive mission based on research and multi-functional multi-sectoral disciplinary education, and the ground realities. A typical faculty member has only an MBA/BE or equivalent degree, usually with several years of industry experience. Limited availability of the qualified doctorate faculty is the major reason, but a concern with helping students connect to the ground realities of the managerial practice has also been a paramount factor in the emphasis given to the industry experience of the faculty.

Challenges in Business Education The most important challenge for professional education in India centres around the fact that the high quality education is limited to the top tier schools. The number of students

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graduating from these schools is miniscule compared to needs of the country. It must, however, be noted that the second tier of professional schools, especially the ones that have emerged over the last two decades, have also created several pockets of excellence, which are of high quality However, to do well in the selection, a student should have had top class prior education. In most cases, such education is expensive and not affordable by the majority. Further, the entrance tests are in English, which handicaps an otherwise brilliant student who studied in rural areas and is less familiar with English. Thus, despite the merit based entrance exam, in reality, getting admission into the IIM's/IITs is not something that is within the reach of most Indians. If indeed the quality of education in most other institutions falls short of that at top tier schools such as IIM’s/IIT’s (as the premiums in starting incomes earned by IIM/IIT graduates suggest), then one cannot expect graduates from top tier schools to add as much value to their workplace as they could if their peer group also received an enhanced quality of management education. Now here comes the role of consultants in to play. Consultants can motivate their client to look for a greater goal rather than just short term profit. Although there are many reasons for this wide difference in quality of professional education in India, one important reason is likely to be the absence of a body that all institutions look up to set standards – like the AACSB in USA. Although there is an apex body – the All India Council for Technical Education (AICTE) that is responsible for defining the basic framework for quality of the professional education and approving entry and expansion of all institutions problems that undermine its effectiveness Making of Professional school Difficulty Level: Hard Time Required: About Two Years

Key Success Steps: 1. Identifying the Niche 18-24 months before opening: Determine the kind of customer segment school is going to caters, vis–a-vis what are the requirements of industry. A professional marketing company should be hired to do a survey. 2. Form a Committee 24 months: A small committee of talented supporters to begin the preliminary work should be formed that includes people with financial, legal, management and building experience. Get their Commitment of time and financial support. This is an important planning work which will demand much time and energy. These people can become the core of first board of directors. Co-opt for additional paid talent, to guide through the various challenges, indeed, road blocks, which will inevitably confront. 3. Incorporate 18 months: File incorporation papers to various departments of state and central government. There are costs associated with the filing but it helps to get the accreditation of various organisations and also the donators usually give money much more readily to a legal entity or institution as opposed to a person.

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4. Develop a Business Plan 18 months: A business plan should be developed. This will be a blue print of how the school is going to operate over its first five years. Always be conservative in projections. 5. Develop a Budget 18 months: A budget for 5 years should be developed. This is the detailed look at income and expenses. As always assumptions must be projected conservatively. An expert advice is must at this stage. 6. Find a Home 20 months: Locate a facility to develop state of the art building plans. Architect and contractor committee members should spearhead this assignment. A professional School require good locations for many reasons. A nice infrastructure means a high image of school in the minds of customer. 7. Choose Key Staff Members 16 months: Identify and appoint the Head of School and a Business Manager. Search should be conducted as widely as possible. Job descriptions should be written for these and for all staff and faculty positions. A self-starters is required who enjoy building something from scratch. They need the stability and focus of a steady job to get the school open. 8. Identify Faculty Requirements 14 months: It is critical to attract skilled faculty. It could be done by agreeing on competitive compensation. Sell them on the vision of the new school. (The chance to shape something is always appealing!) While it is still over a year until faculty must be chosen with utmost care as they are the most important resource of the school. This important job should not be left for the last minute. 9. Spread the Word 14 months: Advertise for students. Promote the new school through service club presentations and other community groups. A Website should be designed and a mailing list must be set up to keep interested parents and donors in touch with school’s progress. Marketing is something which has to be done consistently, appropriately and effectively. An expert should be hired to get this important job done. 10. Open for Business 9 months: Open the school office and begin admissions interviews and tours of the upcoming facilities. Ordering instructional materials, planning curricula and devising a master timetable are just some of the tasks that professionals will have to attend. 11. Orient and Train the Faculty 1 month: Have faculty in place to get school ready for opening. The first year at a new school requires endless meetings and planning sessions for the academic staff. Take the time needed to sell new teachers on the school's vision. They need to buy into it, or else their negative attitudes could create a host of problems.

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12. Opening Day A soft opening should be made at which school welcome its students and any interested parents at a brief assembly. Course curriculum, infrastructure infrastructure, specialisation offered foreign visit and internationally acclaimed faculty is what school will be known for. It needs to begin promptly on Day 1.The 1.The formal opening ceremonies should be a festive occasion that should be scheduled a few weeks after the soft opening. Faculty and students will have sorted themselves out by then. A feeling of community will be apparent. The public impression which new school will make will be a positive one. Invitation Invit must be sent to local, regional and state leaders, other colleges and, of course, the politicians. 13. Stay Informed Join various national and state level professional school associations get as much accreditation as one can get. A lot of planning ning should be made to represent the college on attending association conferences with bulk of promoting activities so that the school is visible. That will ensure a nice pile of applications for vacant positions in the following academic year. Sustaining the school Sources of fund Dramatic and sweeping changes over the nature and philosophy of education in general and financing higher education in particular could be noted around the world in the recent decade. The globalisation wave and the changes within the economic systems have forced the hi higher education system to opt for a number of cost recovery measures. measures Essentially, parents pay large sums of money to educate their wards in higher and technical education, to ensure that they get vocational openings, with matching remunerations. Therefore, it is incumbent on the educational institution to attach sufficient importance to this area. Placement ensures subscriptions, which in turn ensure a ready flow of cash and hence repayment. Repayment ensures the flow of cash from financial Institutions, and and so the cycle goes on on. Income from other sources comprises of income from endowments, institute press, rent from institute’s land, buildings, space, infrastructure, etc; income from consultancy services and research projects; etc. Income from sale of institute’s publications, self financing courses, and interest income are some other source of internal income of the institute.. The search for additional resources and the introduction of income generating activities has been on the raise in many institutions. tions. However, it should not sideline the primary goal of academic quality and relevance.

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Recommendations  Education industry is a service industry and we know that in service industry word of mouth matters the most and it is a wonderful idea that customer is delighted. The major part of satisfaction in customer come form of placement they get. So professional schools must and must place their utmost attention toward the placements.  Most important resource of any educational institute is its faculty. A proper eye must be kept on the continuous development of faculty in terms of quality and quantity. They should be encouraged to take part in consultancy services to industry as well as to the students  Extra effort must be made to understand the psychology of students by using various psychometric tests  Special classes should be arranged for the development of soft skills in the students.  Management should tirelessly work to reduce the gap from tier one institutes  Apart from traditional courses like: Finance, Human Resource, Marketing, Systems, and Production Management School must consider offering courses in Logistics, Agriculture management, Co-operative Management, Bank/Insurance management, Public administration etc. It is necessary to think of the bridge course.  Practical training is a must for the students of professional course.  There has to be participation of the corporate in the institute.  The Institute must be visible to the corporate  Institute will have to organize seminars inviting Industry participation  Regular interaction with Industry in terms of lectures will have to be organized  There has to be separate identity for the Institute  Campus will have to be 24x7 open for the students  It has to be located in an area where some of the teachers can stay in the same campus along with the students who will stay in the hostels.  Appointment of professors should be done with care. People who have had industrial experience are needed so that they can bring in projects from Industry  Regular participation of professors in TV show to be encouraged and that also increases visibility.  Background of the students to be taken in should be given some preference at the time of selection this will help placement.  Students must be involved in projects (in house and outside)  Professors must be able to get projects on their own where students will be involved.  Head of the institution should be a permanent invitee to the chamber of commerce.  Some of the professors should be advisor to the industry.  Institute should make active effort to get some Government consultancy jobs even if those are at a loss. That would give visibility to the institute. Visibility is the most important thing for branding. Building or something like that should be made an image that would identify with the institute.  Some business should be attached with the institute where the students would be able to actually test their knowledge. Students will get exposure and work will be done well this will also ensure additional income to the school.  Institute or Group should sponsor programs in all the commercial clubs of the city where senior students can participate in the games/competitions of these clubs that will give the acquaintances and jobs. This will also help to make the institute visible to the industry.

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 The institute can hold information seminars in the chamber of commerce where industry people can be invited. Once the Institute gets recognition, institute can charge some fee for such seminars. Recognition would depend on the quality of presentations.  Institute can hold yearly lectures seminars inviting eminent speakers to speak on current subjects. It can also hold annual debates in association with any organization or independently inviting leaders of the society and industry.  A website is to be designed. In short, Brand creation is an active variable that can only be done if it is followed consciously by the organization. It would take years for creating such a brand but we are now living in the era of information boom and that can be used for faster Brand creation. Branding is nothing but Good visibility.  It is advisable to have an exclusive campus for such an Institution. It should house various faculties apart from the central administrative buildings and other facilities. An exclusive institution of this type will get students and projects from the commercial world.  I propose that Executive Council and Academic council are made under the institute. The committees will advise the Institute on academics and selection of teaching staff. Academic Council will have members from the world of academics and industry. Academic council will also help the institute to select lectures readers and Professors as required. The academic council will be headed by the Director/Dean of the Institute. Whereas Executive Council will be headed by the ownership.  Last of all is to give freedom to the head of the institution to operate. Professional Institution should be given in-house projects and they must make effort to bring in new projects. The Institution must generate income to finance projects and research  As per West Bengal is concerned none of its institutes managed to grab a place in the business school ranking1 except IIM Kolkata. But as far as potential is concerned it had immense possibilities. A lot is there to be done.....

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List is attached in the annexure

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Annexure CENTRAL UNIVERSITIES Usually, a university is established under the act of a State legislature. The State Government maintains control of the universities in many respects, although a central agency, the University Grants Commission provides bulk of the funding. Central Government has established 20 universities that are funded and controlled by it. DEEMED UNIVERSITIES Deemed universities are unique in India. Prior to independence, several private autonomous institutions of higher education and learning were developed in India. The Education Commission headed by Dr Radhakrishnan (a noted philosopher and the second President of India) recommended in 1948 that these institutions should be recognized appropriately. Accordingly, the Government of India made a provision under the UGC Act of 1956, Section 3, to recognize some deemed institutions to be universities. To qualify for being a deemed university it was required that, “the institution should generally be engaged in teaching programs and conducting research in chosen fields of specialization which were innovative and of very high academic standards at the Master’s and research levels. It should also have a greater interface with society through extramural extension and field action related programs.” In recent years there has been a significant growth of deemed universities. Only 29 deemed universities were recognized from 1956 to 1990. But after 1990, there have been 63 new deemed universities, excluding the regional engineering colleges that were given the degree granting powers. STATE UNIVERSITIES Universities charted under the state legislatures have been founded at various times. The number of universities in a state depends on the population as well as resources available to the states. Most of the state universities have colleges’ affiliated with them. Colleges provide undergraduate education. Universities manage and conduct the undergraduate qualifying examinations and the granting of degrees. Universities conduct courses at post-graduate level awarding Masters Degrees. The doctoral program in a typical university is very much like that in the United Kingdom where little emphasis is put on course work and is based solely on the dissertation written under the guidance of an approved “guide” or professor. . PROFESSIONAL INSTITUTES FOR ENGINEERING & MANAGEMENT In the early 1960s, the Central Government started introducing management education in India. Two Indian Institutes of Management (IIM) were established with the collaboration of Harvard University and Massachusetts Institute of Technology in 1962, one in Ahmedabad and the other in Calcutta. At present there are seven IIMs & IITs, and the 11th five year plan of India proposed 7 new IIMs and 8 new IITs by the end of 2012. Admission to these institutes is highly competitive. The successful candidate is 1 among 100 applicants. IIMs do not have the authorization to award degrees but IITs have the power to grant the degree. IIMs award postgraduate diplomas. The doctoral programs at IIMs also do not award PhDs, but the graduates are called “Fellows”. Since management education has become very popular, most

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universities offer MBA degrees. There are a large number of post-graduate Institutes that offer a post-graduate diploma in management. Such institutes are recognized by the All India Council of Technical Education. The only exception is the Indian School of Business (ISB) located in Hyderabad. It was recently founded in collaboration with the Kellogg School of Management at the North-western University, the Wharton School at the University of Pennsylvania, and the London Business School. ISB is funded by private sources with McKinsey Company being the main champion. The cost of education at ISB is quite high and is equivalent to the cost of an MBA degree in most universities in the US.

UNIVERSITY GRANTS COMMISSION The Government of India recognized the need for a central agency for disbursing funds to various universities. Accordingly, the University Grants Commission was constituted in 1952. UGC was made a statutory body of the Central Government by an act of Parliament “for the coordination, determination and maintenance of standards of university education in India.” The mandate of the UGC is:  Promoting and coordinating university education  Determining and maintaining standards of teaching, examination and research in universities  Framing regulations on minimum standards of education  Monitoring developments in the field of collegiate and university education; disbursing grants to the universities and colleges  Serving as a vital link between the Union and state governments and institutions of higher learning  Advising the Central and State governments on the measures necessary for improvement of university education. THE ALL-INDIA COUNCIL OF TECHNICAL EDUCATION Technical education in India contributes a major share to the overall education system and plays a vital role in the social and economic development of India. In India, technical education is imparted at various levels such as: craftsmanship, diploma, degree, post-graduate and research in specialized fields, catering to various aspects of technological development and economic progress. The beginning of formal Technical Education in India can be dated back to the mid-19th Century. The major policy initiatives in the pre-independence period included the appointment of the Indian Universities Commission in 1902, the issue of the Indian Education policy resolution in 1904 and the Governor General’s policy statement of 1913 stressing the importance of Technical Education. The establishment of the Indian Institute of Science in Bangalore, the Institute for Sugar, Textile and Leather Technology in Kanpur, the National Council of Education in Bengal in 1905 and the Industrial Schools in several provinces marks the dawn of the technical education in India in the early twentieth century The All-India Council for Technical Education (AICTE) was set-up by the Government of India in November 1945 as a national level Apex Advisory Body to survey the national facilities for technical education and to promote their development in a coordinated and integrated manner. To ensure this and as stipulated by the National Policy of Education (1986), AICTE was vested with statutory authority for planning, formulation and maintenance of norms and standards, quality assurance through accreditation, funding in

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priority areas, monitoring and evaluation, maintaining parity of certification and awards and ensuring coordinated and integrated development and management of technical education in the country. The AICTE Bill was introduced in both the Houses of Parliament and passed as the AICTE Act No. 52 of 1987. The Act came into force with effect from 28 March 1988. The statutory All India Council for Technical Education was established on 12 May 1988 with a view to proper planning and coordinated development of technical education system throughout the country, the promotion of qualitative improvement of such education in relation to planned quantitative growth and the regulation and proper maintenance of norms and standards in the technical education system and for matters connected therewith. The purview of AICTE (the Council) covers programs of technical education including training and research in Engineering, Technology, Architecture, Town Planning, Management, Pharmacy, Applied Arts and Crafts, Hotel Management and Catering Technology etc. at different levels. ACCREDITATION OF ACADEMIC INSTITUTIONS AND PROGRAMS There are two primary accreditation bodies involved in the accreditation of academic institutions and programs. AICTE has established the autonomous body the National Accreditation Board. NAB was set up “to periodically conduct evaluation of Technical Institutions or Programs on the basis of guidelines, Norms and Standards specified by it and to make recommendations to it, AICTE or to the Council, or to the Commission or to the other bodies, regarding recognition or de-recognition of the institution or program.” All technical programs must be approved by the AICTE, but not all programs are accredited by AICTE. Approval of AICTE for new Institutions or for starting new programs is based on:  Credibility of Institutional Management and the Program providers  Assurance of Compliance to AICTE Norms and Standards  Prior approval by the State Government and University or other competent authority  Market sensitivity of program output, to avoid imbalance in supply of qualified manpower. Accreditation of the Institutional Programs by NBA is based on:  Availability of potential for sustaining and improving upon assessment criteria  Recognition by all stakeholders like the end-users, institutional products and the community at large  Demonstrated capability of the institution and program to adhere to the qualitative criteria of Accreditation  Assessment by peer groups of NBA experts through a visit to the institution and making relevant recommendations to the NBA. The National Assessment and Accreditation Council (NAAC) is an autonomous body established by the University Grants Commission (UGC) of India to assess and accredit institutions of higher education in the country. It is an outcome of the recommendations of the National Policy in Education (1986) that laid special emphasis on upholding the quality of higher education in India. The system of higher education in India has expanded rapidly during the last 50 years. Despite the built-in regulatory mechanisms that ensure satisfactory levels of quality in the functioning of higher education institutions, there have been criticisms that the country has permitted the mushrooming of institutions of higher education with fancy program and substandard facilities and consequent dilution of standards. To address the issues of

by Piyush Asthana

16

deterioration in quality, the National Policy on Education (1986) and the Plan of Action (POA-1992) that spelt out the strategic plans for the policies, advocated the establishment of an independent national accreditation body. Consequently, the NAAC was established in 1994 with its headquarters in Bangalore. The mission statements of the NAAC aim at translating the NAAC’s vision into reality, defining the following key tasks of the organization:  To arrange for the periodic assessment and accreditation of institutions of higher education or units thereof, or specific academic program or projects  To stimulate the academic environment for promoting the quality of teaching and learning and research in higher education institutions  To encourage self-evaluation, accountability, autonomy and innovations in higher education  To undertake quality-related research studies, consultancy and training program  To collaborate with other stakeholders of higher education for quality evaluation, promotion and sustenance. Guided by its vision and striving to achieve its mission, the NAAC primarily assesses the quality of institutions of higher education that volunteer for the process, using an internationally accepted methodology. THE ASSOCIATION OF INDIAN UNIVERSITIES The Association of Indian Universities is a voluntary organization of all Indian universities. The purposes of AIU are:  To serve as an Inter-University Organization  To act as a bureau of information and to facilitate communication, coordination and mutual consultation among universities  To act as a liaison between the universities and the Government (Central as well as the State Governments) and to cooperate with other universities or bodies (national or international) in matters of common interest  To act as the representative of universities of India  To promote or to undertake such programs as would help to improve standards of instruction, examination, research, textbooks, scholarly publications, library organization and such other programs as may contribute to the growth and propagation of knowledge  To help universities to maintain their autonomous character  To facilitate the exchange of members of the teaching and research staff  To appoint or recommend where necessary a common representative of the Association at any Conference, national or international, on higher education  To assist universities in obtaining recognition for their degrees, diplomas and examinations from other universities, Indian as well as foreign  To undertake, organize and facilitate conferences, seminars workshops, lectures and research in higher learning To establish and maintain a sports organization for promoting sports among Member-Universities  To establish and maintain an organization dealing with youth welfare, student services, cultural programs, adult education and such other activities as are conducive to the betterment and welfare of students or teachers and others connected with universities  To act as a service agency to universities in whatever manner it may be required or prescribed

17 by Piyush Asthana

 To undertake, facilitate and provide for the publication of newsletters, research papers, books and journals. AICTE has also launched National Board of Accreditation (NBA), using a benchmarking system with regard to factors such as physical infrastructure, quality of inputs, and faculty training. However, falling standards of schools approved by AICTE dropped its credibility. It is reported that many business schools got AICTE approval on the basis of attractive project plans, which never got implemented, so that some of them operated “virtually from sheds and garages.” (Raghunath, 1998) The result is that most b-schools have abstained from seeking accreditation under NBA.A further factor limiting the popularity of what might have potentially been a national accreditation standard is the availability of substitutes. For instance, in 1998, All India Management Association (AIMA) used ISO 9000 to develop a quality assurance system, known as QBS 1000. QBS 1000 program determined and assessed b-school’s quality and processes and certified their capacity across crucial and desirable parameters. The QBS 1000 system was intended to evaluate quality at 100-plus institutions associated with AIMA (Raghunath, 1998). Many other independent b-schools also found ISO an attractive option for developing and branding their institutions. But at this point, it is not clear that there is any widely used accreditation system. Despite the lack of consistency in quality of business education, high demand for business graduates and liberalization have led to the two innovative trends – the emergence of private business schools and niche players and the increased globalization of business education.

18 by Piyush Asthana

B U S I N E S S

I N D I A

◆

October 25 – November 7, 2004

ALPHABETICAL LIST OF INSTITUTES NAME OF THE INSTITUTE

LOCATION

RATING

NAME OF THE INSTITUTE

LOCATION

RATING

ACADEMY OF BUSINESS ADMINISTRATION

BALASORE

C

IIMT (Management College)

MEERUT

B+

ACADEMY OF MANAGEMENT STUDIES

BHUBANESWAR

A

IIPM*

DELHI

A+

ALAGAPPA INSTITUTE OF MANAGEMENT

KARAIKUDI

B

IIT KHARAGPUR (Vinod Gupta School Of Management)

KHARAGPUR

A+

ALLANA SCHOOL OF MANAGEMENT

PUNE

A

INDIA INTERNATIONAL INSTITUTE OF MANAGEMENT

JAIPUR

B

ALLIANCE BUSINESS ACADEMY

BANGALORE

A

INDIAN BUSINESS ACADEMY

BANGALORE

A

AMBEDKAR INSTITUTE OF MANAGEMENT STUDIES

VISAKHAPATNAM

B

INDIAN EDUCATION SOCIETY’S MGMT. COLLEGE & RESEARCH CENTRE

MUMBAI

C+

AMITY BUSINESS SCHOOL*

DELHI

A+

INDIAN INSTITUTE OF FINANCE

NEW DELHI

A

AMRAPALI INSTITUTE OF MANAGEMENT & COMPUTER APPLICATION

HALDWANI

C+

INDIAN INSTITUTE OF FOREIGN TRADE

NEW DELHI

A+

AMRITA SCHOOL OF BUSINESS

COIMBATORE

A

INDIAN INSTITUTE OF FOREST MANAGEMENT

BHOPAL

AMRUTVAHINI INSTITUTE OF MANAGEMENT & BUSINESS ADMINISTRATION SANGAMNER

C+

INDIAN INSTITUTE OF MANAGEMENT, AHMEDABAD

AHMEDABAD

ASIAN WORKERS DEVELOPMENT INSTITUTE

ROURKELA

C+

INDIAN INSTITUTE OF MANAGEMENT, BANGALORE

BANGALORE

TOP 10

AVINASHLINGAM INST FOR HOME SCIENCE & HIGHER EDU. FOR WOMEN

COIMBATORE

A

INDIAN INSTITUTE OF MANAGEMENT, CALCUTTA

KOLKATA

TOP 10

A TOP 10

BAPUJI INSTITUTE OF ENGINEERING & TECHNOLOGY

DAVANGERE

C+

INDIAN INSTITUTE OF MANAGEMENT, INDORE*

INDORE

BERCHMANS INSTITUTE OF MANAGEMENT STUDIES

CHANGANACHERRY

C

INDIAN INSTITUTE OF MANAGEMENT, KOZHIKODE*

KOZHIKODE

A+

BHARAT PG COLLEGE FOR WOMEN

HYDERABAD

C

INDIAN INSTITUTE OF MANAGEMENT, LUCKNOW

LUCKNOW

TOP 10

BHARATHIDASAN INSTITUTE OF MANAGEMENT (BIM)

TIRUCHIRAPPALLI

A+

INDIAN INSTITUTE OF MODERN MANAGEMENT (IIMM)

PUNE

A+

BHARATI VIDHYAPEETH’S INST. OF MANAGEMENT STUDIES & RESEARCH

NAVI MUMBAI

A

INDIAN INSTITUTE OF RURAL MANAGEMENT

JAIPUR

A+

BHARATI VIDYAPEETH’S INSTITUTE OF MANAGEMENT

KOLHAPUR

C+

INDIAN INSTITUTE OF SCIENCE & MANAGEMENT

RANCHI

C+

BHARATIYA VIDYA BHAVAN INSTITUTE OF MANAGEMENT SCIENCE

KOLKATA

C

INDIAN INSTITUTE OF SOCAIL WELFARE AND BUSINESS MANAGEMENT

KOLKATA

BIRLA INSTITUTE OF MANAGEMENT TECHNOLOGY

GREATER NOIDA

B+

INDIAN SCHOOL OF BUSINESS*

HYDERABAD

BIRLA INSTITUTE OF TECHNOLOGY

RANCHI

C

INDIAN SCHOOL OF MINES

DHANBAD

A1

BISHOP HERBER COLLEGE (Department of Management Studies)

TIRUCHIRAPPALLI

C

INFINITY BUSINESS SCHOOL*

DELHI

A+

BLS INSTITUTE OF MANAGEMENT

GHAZIABAD

A+

INSTITUTE FOR TECHNOLOGY & MANAGEMENT - BANGALORE

BANGALORE

B

BVV SANGHA’S INSTITUTE OF MANAGEMENT STUDIES

BAGALKOT

C

INSTITUTE FOR TECHNOLOGY & MANAGEMENT - CHENNAI

CHENNAI

C+

CHRIST COLLEGE INSTITUTE OF MANAGEMENT

BANGALORE

A+

INSTITUTE FOR TECHNOLOGY & MANAGEMENT - MUMBAI

NAVI MUMBAI

A

CMR INSTITUTE OF MANAGEMENT STUDIES

BANGALORE

C

INSTITUTE FOR TECHNOLOGY & MANAGEMENT - WARANGAL

WARANGAL

C

CMS COLLEGE OF SCIENCE & COMMERCE

COIMBATORE

B

INSTITUTE OF BUSINESS & COMPUTER STUDIES

BHUBANESWAR

B

COLLEGE OF MANAGEMENT STUDIES - GITAM

VISAKHAPATNAM

B

INSTITUTE OF BUSINESS ADMINSTRATION & TRAINING

BHUBANESWAR

A+

DAVID MEMORIAL INSTITUTE OF MANAGEMENT

SECUNDERABAD

C

INSTITUTE OF BUSINESS MANAGEMENT & RESEARCH

PUNE

B+

DEEPSHIKHA COLLEGE OF TECHNICAL EDUCATION

JAIPUR

A

INSTITUTE OF BUSINESS MANAGEMENT & RESEARCH

INDORE

C+

DEPARTMENT OF BUSINESS ADMINISTRATION

BHAVNAGAR

C

INSTITUTE OF BUSINESS MANAGEMENT & TECHNOLOGY

BANGALORE

C+

DEPARTMENT OF BUSINESS ADMINISTRATION (Aligarh Muslim University)

ALIGARH

C

INSTITUTE OF FINANCE AND INTERNATIONAL MANAGEMENT

BANGALORE

B+

DEPARTMENT OF BUSINESS ADMINISTRATION (Lucknow University)

LUCKNOW

C

INSTITUTE OF HEALTH MANAGEMENT RESEARCH

JAIPUR

A

DEPARTMENT OF MANAGEMENT STUDIES, IIT DELHI

NEW DELHI

A

INSTITUTE OF INTERNATIONAL BUSINESS & RESEARCH

PUNE

B+

DHRUVA COLLEGE OF MANAGEMENT

HYDERABAD

A

INSTITUTE OF MANAGEMENT & TECHNOLOGY

FARIDABAD

B+

DODDAPPA APPA INSTITUTE OF MASTER OF BUSINESS ADMINISTRATION

GULBARGA

C

INSTITUTE OF MANAGEMENT BHUBANESWAR

BHUBANESWAR

C+

DR. GAUR HARI SINGHANIA INSTITUTE OF MANAGEMENT & RESEARCH

KANPUR

C

INSTITUTE OF MANAGEMENT IN KERALA

TRIVANDRUM

B

EASTERN INSTITUTE OF MANAGEMENT

KOLKATA

C+

INSTITUTE OF MANAGEMENT STUDIES & RESEARCH

ROHTAK

C

FACULTY OF MANAGEMENT STUDIES

JABALPUR

C+

INSTITUTE OF MANAGEMENT STUDIES (Dehradun)

DEHRA DUN

C+

FACULTY OF MANAGEMENT STUDIES (BHU)

VARANASI

B

INSTITUTE OF MANAGEMENT TECHNOLOGY

GHAZIABAD

A+

FACULTY OF MANAGEMENT STUDIES (University Of Delhi)

NEW DELHI

TOP 10

INSTITUTE OF PROFESSIONAL EXCELLENCE & MANAGEMENT

GHAZIABAD

B

FORE*

DELHI

A+

INSTITUTE OF PROFESSIONAL STUDIES & RESEARCH (IPSAR)

CUTTACK

B

FR. CONCEICAO RODRIGUES INSTITUTE OF MANAGEMENT STUDIES

NAVI MUMBAI

C

INSTITUTE OF PUBLIC ENTERPRISE

HYDERABAD

B

GANDHI INSTITUTE OF MANAGEMENT STUDIES

RAYAGADA

C+

INSTITUTE OF RURAL MANAGEMENT

ANAND

A+

GIAN JYOTI INSTITUTE OF MANAGEMENT & TECHNOLOGY

MOHALI

B+

INTEGRAL INSTITUTE OF ADVANCED MANAGEMENT

VISAKHAPATNAM

B+

GITAM INSTITUTE OF FOREIGN TRADE

VISAKHAPATNAM

A

INTEGRATED ACADEMY OF MANAGEMENT AND TECHNOLOGY

GHAZIABAD

B+

GLOBAL INSTITUTE OF MANAGEMENT

CUTTACK

C

INTERNATIONAL INSTITUTE FOR SPECIAL EDUCATION

LUCKNOW

A

GURU NANAK INSTITUTE OF MANAGEMENT

NEW DELHI

A

INTERNATIONAL MANAGEMENT INSTITUTE

NEW DELHI

A+

HYDERABAD SCHOOL OF MANAGEMENT

HYDERABAD

C

INTERNATIONAL SCHOOL OF BUSINESS & MEDIA

PUNE

B+

ICFAI BUSINESS SCHOOL

HYDERABAD

TOP 10

INVERTIS INSTITUTE OF MANAGEMENT STUDIES

BAREILLY

C+

◆

122 ◆ ◆

A+

A TOP 10

B U S I N E S S

I N D I A

◆

October 25 – November 7, 2004

ALPHABETICAL LIST OF INSTITUTES NAME OF THE INSTITUTE

LOCATION

RATING

NAME OF THE INSTITUTE

LOCATION

RATING

ISHAN INSTITUTE OF MANAGEMENT & TECHNOLOGY

GREATER NOIDA

B+

REGIONAL ENGINEERING COLLEGE

TIRUCHIRAPPALLI

A+

JAGAN INSTITUTE OF MANAGEMENT STUDIES

NEW DELHI

A

RJS INSTITUTE OF MANAGEMENT STUDIES

BANGALORE

C

JUSTICE K.S.HEGDE INSTITUTE OF MANAGEMENT

NITTE

B+

RL INSTITUTE OF MANAGEMENT STUDIES

MADURAI

C+

K.J.SOMAIYA INSTITUTE OF MANAGEMENT STUDIES & RESEARCH

MUMBAI

A

ROURKELA INSTITUTE OF MANAGEMENT STUDIES

ROURKELA

KARNATAK LAW SOCIETY’S INSTITUTE OF MGMT EDUCATION & RESEARCH

BELGAUM

B

S P JAIN INSTITUTE OF MANAGEMENT & RESEARCH

MUMBAI

KARUNYA INSTITUTE OF TECHNOLOGY & SCIENCE

COIMBATORE

A

S.K PATEL INSTITUTE OF MANAGEMENT & COMPUTER STUDIES

GANDHINAGAR

C

KONGU ENGINEERING COLLEGE

ERODE

B

SAMBHRAM ACADEMY OF MANAGEMENT STUDIES

BANGALORE

B

LAL BAHADUR SHASTRI INSTITUTE OF MANAGEMENT

NEW DELHI

A+

SAROJINI NAIDU VANITA MAHA VIDYALAYA

HYDERABAD

C

LOYOLA INSTITUTE OF BUSINESS ADMINISTRATION (LIBA)

CHENNAI

A+

SATYENDRA NARAYAN SINHA INSTITUTE OF BUSINESS MANAGEMENT

RANCHI

B

M.O.P. VAISHNAV COLLEGE FOR WOMEN

CHENNAI

A

SCHOOL OF COMMUNICATION & MANAGEMENT STUDIES

COCHIN

A+

MAHARAJA AGRASEN INSTITUTE OF MANAGEMENT & TECHNOLOGY

YAMUNA NAGAR

B+

SCHOOL OF MANAGEMENT (Sri Krishna College Of Engg.&Tech)

COIMBATORE

B+

MAHARISHI ARVIND INSTITUTE OF SCIENCE AND MANAGEMENT

JAIPUR

B

SCHOOL OF MANAGEMENT SCIENCES

VARANASI

A+

MAHATMA EDU. SOCIETY’S PILLAI INST. OF MGMT STUDIES & RESEARCH

NEW PANVEL

B+

SCMHRD*

PUNE

A+

TOP 10

B+ TOP 10

MANAGEMENT DEVELOPMENT INSTITUTE

GURGAON

SDM INSTITUTE FOR MANAGEMENT DEVELOPMENT

MYSORE

A

MANAGEMENT EDUCATION & RESEARCH INSTITUTE

NEW DELHI

C+

SHAILESH J. MEHTA SCHOOL OF MANAGEMENT (IIT)

MUMBAI

A+

MANGALMAY INSTITUTE OF MANAGEMENT & TECHNOLOGY

GREATER NOIDA

B+

SHERWOOD COLLEGE OF MANAGEMENT

LUCKNOW

A

MASTER SCHOOL OF MANAGEMENT

MEERUT

A

SHIVA INSTITUTE OF MANAGEMENT STUDIES

GHAZIABAD

A

MATS SCHOOL OF BUSINESS & IT

BANGALORE

A

SHRI GUJARATI PRAGATI SAMAJ PRAGATI MAHA VIDYALAYA

HYDERABAD

C

MET’S SCHOOL OF MANAGEMENT

MUMBAI

B

SIES COLLEGE OF MANAGEMENT STUDIES

NAVI MUMBAI

A

N.L. DALMIA INSTITUTE OF MANAGEMENT STUDIES & RESEARCH

MUMBAI

C+

SKYLINE BUSINESS SCHOOL

NEW DELHI

B+

NARSEE MONJEE INSTITUTE OF MANAGEMENT STUDIES (Deemed University) MUMBAI

A+

SMT. RD GARDI DEPARTMENT OF BUSINESS MGMT. (MBA Department)

RAJKOT

C

NASHIK DIST MARATHA VIDYA PRASARAK SAMAJ’S INST. OF MGMT RESEARCH NASHIK

C+

SONA COLLEGE OF TECHNOLOGY

SALEM

B+

NATIONAL INSTITUTE OF INDUSTRIAL ENGINEERING (NITIE)

MUMBAI

A+

SR LUTHRA INSTITUTE OF MANAGEMENT

SURAT

C

NEHRU COLLEGE OF MANAGEMENT

COIMBATORE

B

SRI SAI RAM INSTITUTE OF MANAGEMENT STUDIES

CHENNAI

B+

NEVILLE WADIA INSTITUTE OF MANAGEMENT STUDIES & RESEARCH

PUNE

A

SRI SRINGERI SHARADA INSTITUTE OF MANAGEMENT

NEW DELHI

A

NEW DELHI INSTITUTE OF MANAGEMENT (NDIM)

NEW DELHI

A

SRM SCHOOL OF MANAGEMENT STUDIES

KATTANKULATHUR

A

NIILM*

DELHI

A+

SURYADATTA INSTITUTE OF MGMT. & MASS COOMUNICATION (SIMMC)

PUNE

A

NIRMA INSTITUTE OF MANAGEMENT

AHMEDABAD

A+

SYDENHAM*

MUMBAI

A

NIZAM INSTITUTE OF BUSINESS MANAGEMENT

HYDERABAD

C

SYMBIOSIS CENTRE FOR INFORMATION TECHNOLOGY

PUNE

B

NYSS INSTITUTE OF MANAGEMENT & RESEARCH

NAGPUR

C

SYMBIOSIS INSTITUTE OF BUSINESS MANAGEMENT

PUNE

A+

OM KOTHARI INSTITUTE OF MANAGEMENT AND RESEARCH

KOTA

B

SYMBIOSIS INSTITUTE OF MANAGEMENT STUDIES

PUNE

A

OSMANIA UNIVERSITY (PG COLLEGE)

MAHBUBNAGAR

C

T.A. PAI MANAGEMENT INSTITUTE

MANIPAL

A+

PARK’S COLLEGE

COIMBATORE

C

THE INSTITUTE OF CERTIFIED MANAGEMENT ACCOUNTANTS OF INDIA

JAIPUR

C

PARVATANENI BRAHMAYYA SIDDHARTHA COLLEGE

VIJAYAWADA

C

THIAGARAJAR SCHOOL OF MANAGEMENT

MADURAI

A

PENDEKANTI INSTITUTE OF MANAGEMENT

HYDERABAD

C

TILAK RAJ CHADHA INSTITUTE OF MANAGEMENT TECHNOLOGY (TIMT)

YAMUNA NAGAR

B

PEOPLES EDUCATION SOCIETY - SCHOOL OF MANAGEMENT

BANGALORE

A

TOLANI INSTITUTE OF MANAGEMENT STUDIES

ADIPUR

B+

PIONEER INSTITUTE OF PROFESSIONAL STUDIES

INDORE

C

TRAINING & ADVANCED STUDIES IN MGMT AND COMMUNICATIONS (TASMAC) PUNE

A+

PRESTIGE INSTITUTE OF MANAGEMENT - GWALIOR

GWALIOR

C

UNITED INSTITUTE OF MANAGEMENT

ALLAHABAD

B

PRESTIGE INSTITUTE OF MANAGEMENT AND RESEARCH - INDORE

INDORE

B+

UNIVERSITY BUSINESS SCHOOL

CHANDIGARH

A+

PRESTIGE INSTITUTE OF MANAGEMENT DEWAS

DEWAS

C+

VAIKUNTH MEHTA NATIONAL INSTITUTE OF CO-OPERATIVE MANAGEMENT

PUNE

B+

PRIN. L.N. WELINGKAR INST. OF MGMT. DEVELOPMENT & RESEARCH

MUMBAI

A+

VELAMMAL COLLEGE OF MANAGEMENT & COMPUTER STUDIES

CHENNAI

A

PUNJAB COLLEGE OF TECHNICAL EDUCATION

LUDHIANA

A

VLB JANAKIAMMAL COLLEGE OF ENGINEERING & TECHNOLOGY

COIMBATORE

C+

C

XAVIER INSTITUTE OF MANAGEMENT

BHUBANESWAR

A+

C+

XAVIER INSTITUTE OF MANAGEMENT & ENTREPRENEURSHIP

BANGALORE

A+ A

PUNJAB INSTITUTE OF MANAGEMENT & TECHNOLOGY

MANDI GOBINDGARH

PUNJAB SCHOOL OF MANAGEMENT STUDIES

PATIALA

R.A. PODAR INSTITUTE OF MANAGEMENT

JAIPUR

A

XAVIER INSTITUTE OF SOCIAL SERVICE

RANCHI

RAI UNIVERSITY BUSINESS SCHOOL*

DELHI

A1

XAVIER VIGNANA JYOTHI INSTITUTE OF MANAGEMENT

SECUNDERABAD

RAJAGIRI SCHOOL OF MANAGEMENT

COCHIN

A

XLRI

JAMSHEDPUR

REGIONAL COLLEGE OF MANGEMENT

BHUBANESHWAR

A

C+ TOP 10

* Institutes ranked/rated did not participate in the survey

Research: Raghu Roy, Manoj Kumar Pandey (MaRs) Statistics tables: Krishna Kumar C.N. Design: Mukesh Pandya; Layout: Mathew Thomas; Graphics: Prajakta Sawant. Website: www.bischoolsurvey.com ◆

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