International Journal of Management (IJM), ISSN 0976 6502(Print), ISSN 0976 - 6510(Online), INTERNATIONAL JOURNAL OF MANAGEMENT (IJM) Volume

e 5, Issue 2, February (2014), pp. 107-115 IAEME

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MANAGEMENT TEACHING FRATERNITY SERVICES ROLE IN SUSTAINING ENTREPRENEURIAL INTENTIONS AMONG STUDENTS: A STUDY ON MANAGEMENT COLLEGES IN KADAPA DISTRICT OF ANDHRA PRADESH
Juturu Viswanath Research Scholar, Department of Business Management, Yogi Vemana University, Kadapa, Andhra Pradesh, India. Dr. B.Gangaiah Assistant Professor, Department of Business Management, Yogi Vemana University, Kadapa, Andhra Pradesh, India.

ABSTRACT Acharya Devo Bhava - A Teacher is similar to God The Teacher occupies third place after mother and father, in every walk of humans life as per the Indian philosophy. This avowal indicates the priority of a teachers part in molding a student as socially responsible and improving quality of human resources in the nation at large. Management education meant for designing, driving and deciding the business needs and demands. In India, the private management colleges role is highly imperative in making the students as entrepreneurs specifically through sustaining entrepreneurial intentions and attitudes at every stage of management education. This paper explores the impact of various teaching aspects and services on management students and effects of proactive teacher-student academic relations in sustaining entrepreneurial intentions i.e. creating the Employers. Keywords: Teacher, Indian, Student, Management education, Entrepreneurs, Employers. INTRODUCTION Entrepreneurial competencies will direct the young management students to take up relevant activities after completion of the course. Developing those competencies requires lot of effort and commitment from both faculty and student sides. The role of management teacher in this purview is
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International Journal of Management (IJM), ISSN 0976 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 IAEME

significant and proactive teaching methodologies can help in sustaining those entrepreneurial intentions among the students. Recent scenario of Indian management education is obviously not up to the mark with regard to entrepreneurial transformations i.e. from student to entrepreneur. In fact the management education has become like a conventional course, doesnt showing any impact on socio-economic dynamics of the nation. The modern society is looking for a right teacher but not only good. A right teacher is one who understands the influence of past experiences, uses apt teaching methodologies which suits to the present and puts continual efforts to connect perfectly with the future anticipated academic needs. There are many challenges before the management teacher in a globalized economic context. Changing business environmental mechanisms compels the academicians to think and renovate the present role of a management teacher. Traditional mode of handling curriculum what now the management teachers are practicing may leads to the creation of deadwood or a waste. The management studies should generate the entrepreneurial intentions among the students. It needs the institutionalized changes. The country like India needs more entrepreneurs to sustain its industrial growth rate to become as a super power by 2020. But the reality is entirely contrasted with regard to management education role in creating and developing entrepreneurial intentions among the students. Now in India almost all the Universities, Deemed or Private Universities, Professional Private Colleges including IIMs offering Business Management Course at UG and PG level. Even the student number is also showed a positive trend toward choosing this course. Governments are also focusing less on the further course improvements and developments. Students are also joining the course without knowing the basics of the management course objectives. Hence this scene demands a change. The transformational process must start from the teachers part. This may be called as a paradigm shift. Clearly defining the role of a management teacher solves many critical issues related to the assessing and sustaining entrepreneurial intentions of students. In other words it is a quality improvement of teaching service. This study covers the above said concerns with a critical analysis. REVIEW OF LITERATURE Students feedback can be used as a tool to measure the quality of teaching services. They are the real customers who judge the effect of teaching service on their academic accomplishments (Anderson & Susan, 1997). Academicians have to use the latest technologies to serve better their customers (Sujadjaja, 2003). Students expectations enormously increased, want to see their teachers as mentors (Takenchi & Quelch, 1983). The academic institutions realized importance of implementing Total Quality Management practices in their routines to optimize their performances (Sohail, 2003). The institutional image and perceived quality for sustainable competitive position are influenced by the five factors. The factors include personal reasoning, previous experiences and location of the program (External), reputation and competition (Internal); all these collectively materialize the convention making positive impressions among stakeholders (Cubillo, 2006). Service quality is a classical term, it has many dimensions and deep understanding is highly needed (Cuthbert, 1996). SERVQUAL model, designed by Parasuraman for measuring the service quality perceptions; recommended to study the service quality perception of students in relation to key variables like assurance, responsiveness, empathy, reliability and tangibles (Susan & McDaniel, 1997). Universities are concentrating on improvising the quality of services in the context of increased competition and amplified global opportunities to the students (Beaver, 1994). Quality
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International Journal of Management (IJM), ISSN 0976 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 IAEME

services only saves the academic institutions in todays cut throat competition, it purely an unavoidable concept to maintain safely their competitive position (Nasser, 2002). The level of student satisfaction decides the institutional competition position and financial stability (Oldfield & Baron, 2000). The severe problems like inadequate attention on quality process from a student perspective required to be corrected (Chaffee & Sherr, 1992). Academics pay more attention on conceptual concerns rather than the task of measurement (Gundersen, 1996). Global educational opportunities available to the students also promotes services quality in the academic institutions i.e. Transnational Education Scenario (Lenn, 2000). Organizational performance can be easily analyzed and measured through its contributions done in the form of service quality enhancements in all the key resource areas (Jensen & Markland, 1996). SIGNIFICANCE OF THE STUDY The present study encapsulates role of management teachers services in sustaining entrepreneurial intentions among students through their proactive teaching methodologies which suits in an ever changing business environment. Because academic institutions receive a vital part in developing and sustaining entrepreneurial attitudes among the students through providing quality teaching services in form of teachers, whose role is primary in transforming the students into entrepreneurs. To fill up gap between the demand and supply for quality human resources i.e. with regard to management students to meet local and global business needs. This study aimed at attaining the best solutions to the socio-economic issues of the nation like unemployment, poverty, regional imbalances and industrial sector strengthening through developing and motivating management students to take-up entrepreneurial activities. OBJECTIVES OF THE STUDY The following are the objectives of the study: 1. To assess the various factors influencing quality services aspect on management teachers; 2. To study the perceptions of the management students in taking entrepreneurship as a profession and 3. To study the impact of teaching fraternity quality services role on sustaining entrepreneurial intentions among the management students; HYPOTHESES The following are the hypotheses for the study: 1. Quality services of management teachers will have a positive impact on sustaining entrepreneurial intentions among students. 2. Managing entrepreneurial intentions of management students will results in creation of entrepreneurs. 3. Proactive Teaching methodologies will have a positive impact on student and institutional advancements. METHODOLOGY This study is intended to examine the role of management teaching fraternity services on sustaining entrepreneurial intentions among the students. A descriptive research design taking a survey approach is used. Data is collected from the respondents by using the interview schedule
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International Journal of Management (IJM), ISSN 0976 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 IAEME

specifically designed for the purpose. A non probabilistic sampling method namely convenience sampling is used to draw sample for the study. Population consists of Teaching Fraternity and Students belongs to different Private Management Colleges exists in Kadapa district of Andhra Pradesh. The population includes various categories of Academicians like Professors, Associate Professors, Assistant Professors and Course pursuing students. Researcher visited the 10 educational institutions to take responses from the respondents. Looking into convenience total 150 respondents considered for the study. The Questionnaire consists of 16 items which are intended to know the perceptions of the respondents toward sustaining entrepreneurial intentions of the students through teaching fraternity quality-service facet. Likerts summated rating technique is the method adopted. Accordingly each scale item consisted of 5 response categories: Strongly Agree, Agree, Undecided, Disagree, Strongly Disagree, which are scored from 5 to 1. A high score for response to any of the items indicates a high level of effectiveness rating and low score indicates a low level of effectiveness rating. Out of these 150 respondents 100 are from teaching community and remaining 50 are management students. The survey was conducted from November to December 2013. All the recorded responses are carefully tabulated. Tabulated data is analyzed with various statistical tools like Simple Percentages, Weighted Averages, Chi-Square Test and Correlation. Analysis: Table 1: Factors influencing quality-service aspect on management teachers: Table 1.1: Factor: Learning Aspect Number Rating Value 28 5 20 4 24 3 18 2 10 1 Mean Score

Outlook Strongly Agree Agree Undecided Disagree Strongly Disagree

Observations (100) 140 80 72 36 10 3.38

Table 1.1 shows that the learning aspect with regard to latest happenings in the corporate world of the teachers influences inform of improved quality in their teaching and the item is indicated with mean score of 3.38. Table 1.2: Factor: Empathy Number Rating Value 25 5 29 4 08 3 27 2 09 1 Mean Score

Outlook Strongly Agree Agree Undecided Disagree Strongly Disagree

Observations (100) 125 116 24 54 9 3.28

Table 1.2 reflects the impact of faculty emphatic attitude towards understanding the students intentions and the item is indicated with mean score of 3.28.
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International Journal of Management (IJM), ISSN 0976 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 IAEME

Outlook Strongly Agree Agree Undecided Disagree Strongly Disagree

Table 1.3: Factor: Responsiveness Number Rating Value 33 5 25 4 06 3 17 2 19 1 Mean Score

Observations (100) 165 100 18 34 19 3.36

Table 1.3 visibly shows the responsive or accountability for the actions performed by the teachers improves quality of teaching and the item is indicated with mean score 3.36. Table 1.4: Factor: Institutional Environment Number Rating Value 47 5 33 4 02 3 18 2 0 1 Mean Score

Outlook Strongly Agree Agree Undecided Disagree Strongly Disagree

Observations (100) 235 132 06 36 0 4.09

Table 1.4 presents the impact of institutional environment on teaching quality improvement considerations by the teachers and indicated with mean score 4.09. Table 1.5: Factor: Financial Concerns Outlook Number Rating Value Observations (100) Strongly Agree 49 5 245 Agree 36 4 144 Undecided 01 3 03 Disagree 09 2 18 Strongly Disagree 05 1 05 Mean Score 4.15 Table 1.5 shows the decisive role played the financial concerns like salaries and other incentives on teaching faculty with regard to their quality services and the item is indicated with the mean 4.15. Table 1.6: Factor: Self-esteem Number Rating Value 36 5 29 4 03 3 19 2 13 1 Mean Score

Outlook Strongly Agree Agree Undecided Disagree Strongly Disagree

Observations (100) 180 116 09 38 13 3.56

Table 1.6 obviously shows the impressions of self-esteem on teaching fraternity towards improving quality service aspect and the item is indicated with mean score 3.56.
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International Journal of Management (IJM), ISSN 0976 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 IAEME

Outlook Strongly Agree Agree Undecided Disagree Strongly Disagree

Table 1.7: Factor: Self-Analysis Number Rating Value 31 5 25 4 08 3 24 2 12 1 Mean Score

Observations (100) 155 100 24 48 12 3.39

Table 1.7 demonstrates the significance of self-analysis in self-correcting towards providing quality teaching services and the item is indicated with mean score 3.39. Table 1.8: Factor: Open-mindedness Number Rating Value 25 5 19 4 15 3 21 2 20 1 Mean Score

Outlook Strongly Agree Agree Undecided Disagree Strongly Disagree

Observations (100) 125 76 45 42 20 3.08

Table 1.8 presents the attribute of open-mindedness in understanding the student pulse on teaching service quality improvement and the item is indicated with mean score 3.08. Table 2: Perceptions of management students in taking entrepreneurship as a profession Aspect Yes No 2 Value Risk-Taking Attitude Family Influence Guidance Future Prospects Enthusiasm Inspiring Mentors Role-Model Impressions Core Curriculum 38 (76% ) 31(62% ) 35(70% ) 41( 82% ) 36(72% ) 39( 78% ) 34( 68% ) 37( 74% ) 12(24%) 19(38%) 15(30%) 09(18%) 14(28%) 11(22%) 16(32%) 13(26%) 0.732807 0.550453 0.752784 0.723674 0.507801 0.461603 0.528733 0.754553

N=50, df = 1, 2 at 0.05 Level of Significance = 3.841 Table 2 clearly shows the perceptions of the management students in taking entrepreneurship as a profession. The highest factor which directs them towards accepting entrepreneurship is future prospects followed by inspiring mentors, risk-taking attitude, core curriculum, enthusiasm, guidance, role-model impressions and family influence. The calculated values of Chi-squares are greater than tabulated value of Chi-square at 5% level of significance. Hence, it can be concluded that there is a significant relationship between the managed entrepreneurial intentions of the students and taking entrepreneurship as a profession after the course completion.

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International Journal of Management (IJM), ISSN 0976 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 IAEME

Table 3: Impact of management teaching fraternity services on sustaining entrepreneurial intentions among the students Respondents Professors / Associate Assistant Course Pursuing HODs Professors Professors Students No. of Respondents 10 24 66 50 Impact of teaching services 07 21 63 45 on sustaining entrepreneurial intentions Correlation Coefficient 0.999281 Table 3 clearly shows that there is a positive relationship between the management teaching fraternity services impact on sustaining entrepreneurial intentions among the students. The correlation coefficient value is 0.999281 indicates a strong proximity between these two factors. CORE FINDINGS The following are the core findings of the study: Majority of the respondents opined that the learning aspect improves the teaching quality and even makes them to update with the industrial requisites. Emphatic attitude of the teachers helps to understand better the student intentions toward entrepreneurship profession. Responsiveness culture enhances the teaching services impact on student all-round development. Institutional environment decides the level of teaching fraternity involvement in rendering services. Financial concerns such as salaries, fringe benefits and competitors pay structure etc. psychological factors like self-esteem and self-analysis possess high influence on teaching services. Being open-minded creates an opportunity to adopt and adjust to the situations. Perceptions of the respondents belongs to the student category are positive towards taking entrepreneurship as a profession after the completion of their course. The aspects like future prospects rests with the entrepreneurial activities, inspiring mentors/teachers, risktaking attitude, core curriculum, enthusiasm, guidance, role-model impressions and family factor influences are more on management students with regard to entrepreneurial intentions. Effective teaching services sustain the entrepreneurial intentions among the management students. Almost all the respondents agreed with this statement. Hence, the required element is only the better understanding and analysis of student intentions. The following practical implications are suggested to improve management teaching fraternity quality services in order to sustain entrepreneurial aspirations and intentions of students. PRACTICAL IMPLICATIONS AND CONCLUSIONS Teaching, which has been recognized as a noble profession meant for serving society is now under critical tribulations. In fact the severity is high in management education. As the world countries are moving towards creating a new history, Indias contribution and moves are not up to mark. India is certainly generating employees rather than employers. Management education is intended to create, develop and motivate not only effective employees but also nation needed employers i.e. The Entrepreneurs. In this arena the role of management teaching fraternity is obviously imperative. An effective teacher inspires the student aspirations and intentions; moreover cooperates with the students in materializing them. Here the teacher proactive attitude plays vital role in filling gaps arises due to conventional modes of curriculum settings.
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International Journal of Management (IJM), ISSN 0976 6502(Print), ISSN 0976 - 6510(Online), Volume 5, Issue 2, February (2014), pp. 107-115 IAEME

The educational institutions, governments, monitoring bodies and universities should work collectively towards improvising the management education outcomes. The academic institutions should be cautious in identifying the right teacher who suits to train the students. The traits like self-analysis, learning, social-adjusting, adopting and being emphatic are essential to exist among the management teaching fraternity. The management colleges must pay attention on financial issues i.e. reasonable pay and create healthy environment through encouraging acquiring new abilities, skills and knowledge on continuous process. This helps the students indirectly in updating, sharing their ideologies and finally being in the contemporary happenings in the field. Entrepreneurial intentions among management students are influenced by various critical variables like environmental concerns like situations including family factor i.e. encouragement. The teacher should render their service as a mentor in identifying and directing the student intensions toward a reality. Entrepreneurial development programs must be organized regularly to sustain that zeal facet among the students. A clear explanation of future prospects in entrepreneurial activities will assists the students in sustaining their positive attitudes on entrepreneur profession. Setting up entrepreneur development cells in the colleges may help to the current scenario. It requires extra patience, attention and involvement of teaching community. The management teaching group has to perform their role as counselors to guide students on various entrepreneurship ideologies and innovations. Involving local entrepreneurs in those EDP cells marginalizes the student aspirations in taking entrepreneurship as their profession. Industry-campus connectivity element sustains the entrepreneurial intentions among the students; probably it becomes a high motivating factor for them. Indian industrial sector needs more and more new-young entrepreneurs to change its fate and to promote its socio-economic balanced growth cum development. Its a time to have transformational changes in the management education in India through teachers proactive engagement. SCOPE FOR FURTHER RESEARCH This study is limited to assessing the role of management teaching fraternity on sustaining entrepreneurial intentions among students. So, there is ample amount of scope to explore in this arena like emotional intelligence, social recognition concern, perseverance attitude, profile building v/s professional contributions, entrepreneurial propensity etc. REFERENCES [1] Abouchedid. K and Nasser, R. (2002), Assuring quality service in higher education: Registration and advising attitudes in a private university in Lebanon, Quality Assurance in Education, 10(4):198206. Anderson. E (1995), High Tech vs. High Touch: A case study of TQM Implementation in Higher Education, Journal of Managing Service Quality, 48-56. Beaver, W. (1994), Is TQM appropriate for the classroom?, College Teaching, 42(3), 11115. Chaffee, E. E. & Sherr, L. A. (1992), Quality: Transforming Postsecondary Education. ASHE-ERIC Higher Education Report No.3, Washington, DC: George Washington University, School of Education and Human Development.
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