Beruflich Dokumente
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Empirical Presentation
ABSTRACT
Today, the Indian System of business and commerce education is facing many
challenges arising out of globalization. The challenge of quality of business and
commerce education has many dimensions, e.g. providing adequate physical facilities
and infrastructure, making availability of adequate number of quality teachers,
effectiveness of teaching-learning processes, attainment levels of students, etc.
Besides the need to improve quality of our educational institutions in general, it is
also imperative that an increasing number of them attain world-class standards and, as
such, are internationally recognized for their quality. As compared to international
standards, the Indian institutions (with a few exceptions) are far behind. There is an
urgent need to fill this gap. In India, revamping the moral and intellectual strength of
teaching community should not be delayed further for the bright future of our student
community. On the basis of a sample survey, in the present paper, an attempt has been
made to investigate the quality of business and commerce education imparted by
Indian Universities. Consequently, formulation of a long-range strategy has been
suggested to achieve excellence in business and commerce education through quality
teaching.
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institutions and universities for proper decision-making regarding selection and
recruitment by potential employers.
The challenges of quality in business and commerce education have many
dimensions, e.g. providing adequate physical facilities and infrastructure, making
available adequate number of teachers of requisite quality, effectiveness of teaching-
learning processes, attainment levels of students, etc. It is against this backdrop that,
on the basis of a sample survey, the present paper attempts to investigate the quality
of business and commerce education imparted by the Department of Commerce,
Aligarh Muslim University, Aligarh after the implementation of UGC revised
Curriculum in the year 2002-03. It is worthwhile to mention here that Department of
Commerce not only runs traditional commerce courses like Bachelor of Commerce,
and Master of Commerce but also Master of Finance & Control (MFC), Master of
Tourism Administration (MTA) PG Diploma in Banking, Risk & Insurance
Management (BRIM), PG Diploma in Business Finance and PG Diploma in
Taxation.
REVIEW OF LITERATURE
There are many studies conducted on commerce education by the researchers
in India and abroad. The following is a brief review of some recent researches done in
the field of commerce education:
Paperman and Chandra (1983) emphasized that the students should be sent to
the business houses for on the job training to supplement the class room teaching. It
will provide the students valuable training. Moreover, the interning business will also
be benefited by having bright students for a limited period of time and helping to
assess the suitability of the interns for full employment.
Rust and Oliver (1984) in their study provided three dimensions of model for
measurement of service quality universally across the service which is widely known
as expectation model.
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in a realistic manner with a practical touch through better linkages between
Universities and the Industry. They also stated that the importance of commerce
education in the next millennium will depend upon the changes that are made today,
taking a broader view of near future.
Ahmad (2004) emphasized for bringing about changes in the system and the
teaching process. In addition to imparting academic knowledge, the student
community must be prepared to meet the challenges confronted in real life and
equipped to solve the problems confronting the business world. This would call for
the restructuring of commerce syllabi at regular intervals. He also felt that in this age
of specialization, commerce education should not continue as a sort of general
education making students jacks of all trades and masters of none.
Sangmi (2005) felt that commerce education came into existence with the
complexities of business and this field of study has been undergoing through turbulent
times throughout its evolution. The millennium challenge of globalization,
liberalization, privatization and information technology have put added pressure on
commerce educational institutions to innovate and change as per changing dynamics
of business environment.
Mahajan and Shah (2006) concluded that over the last more than a decade or
so, global competition and proliferation of business educational institutions across the
world possess stiff challenges to the business schools in India to produce quality
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products that could cater to the needs of corporate world and withstand the
expectation of different stakeholders of business education.
OBJECTIVES
The present study has been conducted to pursue the following two fold objectives:
LIMITATIONS
The main limitation of the present study, which really acted as a hindrance
from going into details of more results is that the sample survey does not deal with the
evaluation of quality of commerce education imparted to students of B.Com. (I). This
is so because of my expectations that these students can not understand and properly
answer the questionnaire.
METHODOLOGY
In the light of the foregoing discussion, this empirical study gauges the
opinions of the students of the Faculty of Commerce, Aligarh Muslim University
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about the quality of teaching with the help of a well designed questionnaire The
students of this Faculty have been chosen purposefully due to the fact that the author
teaches in the said Department.
Out of 705 enrolled students of the said Department, the questionnaire was
administered to 267 students selected through simple random sampling technique at
the Precision Level of +5 per cent on the basis of formula given by Yamane (1967:
886) to calculate sample sizes. Initially, the students were reluctant to fill up the
questionnaires as most of them were apprehensive about their internal assessments
that if they write against the teachers, they might get penalized. Hence, the researcher
called them twice to explain the main points of the questionnaire and also to
convince them to respond fairly and fearlessly on the assurance that their identities
will not be disclosed and their support will help improve the courses and teaching in
the Department in future.
Fortunately, all the randomly selected students replied in time. The researcher
also supplied the respondents the blank sheets to express their observations on the
issues other than those mentioned in the questionnaire. Surprisingly, almost 75 per
cent of the respondents expressed their views about their requirements and
expectations from the teachers. Their views on a number of issues relating to teaching
in the Faculty of Commerce have been compiled in the following table:
ANALYSIS
(Percentages)
How do you find your syllabus?
(a) Excellent 14.29
(b) Cumbersome 9.52
(c) Adequate 64.29
(d) Inadequate 11.90
Total 100.00
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Availability of purposeful reading material in the Seminar Library is :
More than Adequate Inadequate No comments Total
adequate
19.05 38.10 30.95 11.90 100.00
When do you get the feedback on your performance from the teacher?
Regularly In time With helpful No comments Total
comments
9.52 11.90 47.62 30.95 100.00
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Does the Teacher discuss your assignments with you?
Yes, fully Yes, partly Not at all Some times Total
4.76 19.05 38.09 38.09 100.00
Do you get the Lectures Plan of the course from your teacher in advance?
Yes No Some times No comments Total
66.67 33.33 - - 100.00
EMPIRICAL FINDINGS
From the above noted data it is observed that the feed-back of the students was
taken on a number of aspects for the overall evaluation of teaching of business and
commerce education in the Faculty of Commerce, A.M.U. Aligarh. The respondents
have given divergent views regarding the instruction imparted to them in the Faculty.
On enquiry about syllabus, it was found that 14.29 per cent of the total respondents
found it excellent, 9.52 per cent felt it was cumbersome, 64.29 per cent of the total
students surveyed opined that the syllabus was adequate and only 11.90 per cent
students found it inadequate.
The students were asked if the course was conceptually difficult to understand;
interestingly for 76.19 of the per cent students the course was manageable whereas for
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19.05 of them it was very easy. For 4.76 per cent of the students it was difficult and it
was satisfactory to note that none of the respondents felt it was very difficult.
Regarding the coverage of course 38.10 per cent of the students opined that 90
to 100 per cent of the course was covered in the class. Of the total respondents 30.95
per cent were such who felt that 50 to 75 per cent of the course was covered in class,
26.19 per cent students said that 75 to 90 per cent of syllabus was covered in class and
only 4.76 per cent of the respondents said that course covered was less than 50 per
cent.
The survey reveals that 19.05 per cent of the total respondents are of the
opinion that the availability of purposeful reading materials in the Seminar Library
was more than adequate whereas it was just adequate for 38.10 per cent of the total
respondents. 30.95 per cent students said it was inadequate. Only 11.90 per cent of the
students surveyed said it was very poor.
Another question of the survey was regarding the teachers’ preparation for the
class. It is quite good that 76.19 per cent of the respondents felt that the teachers
prepared for the class up to their satisfaction, 14.29 per cent felt that they prepared
thoroughly for the class, 9.52 per cent of the total respondents felt that they did not
prepare for the class and interestingly none of the respondents felt that their teachers
prepared poorly.
The respondents were asked about their participation in the class discussion.
It was found that 26.19 per cent of them said that the teachers encouraged students’
participation in class whereas 66.67 per cent opined that sometimes the teachers
encouraged the participation, 4.76 per cent of the respondents said their teachers
attempted participation while, 2.38 per cent of the respondents said that the teachers
did not encourage participation at all.
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The students were also asked about the method of their participation in the
class. It is important to note that 59.53 per cent respondents opined that their teachers
encouraged discussion in class, 33.33 per cent of them felt that their teachers
encouraged questions in the class while 7.14 per cent of them felt that their teachers
preferred individual discussions for students’ participation in the class.
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The respondents’ views were taken on whether they were given a course
lecture outline at the beginning? 66.67 per cent of the students opined that they were
provided with the course and lecture outline at the beginning and only 33.33 per cent
of them were of the view that they were not given any such outline. It was observed
that for 71.43 per cent of the respondents the course and lecture outlines were
provided at the beginning and they found it helpful. However, for 28.57 per cent of
them, it was not helpful at all. The same was the response on the enquiry about their
teachers following lecture plans given to them.
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Coming to the quality in commerce education, it is well known fact that
effective commerce education needs two components, namely, infrastructure
consisting of a good compound, decent and elegant buildings having nicely decorated
class rooms, rich and dependable Seminar Libraries, well equipped computer labs,
modern electronic audio-visual teaching aids etc. to mention a few and of course the
second one is a team of qualified and dedicated teachers. The educational institutions,
which possess both the components, are considered the ideal ones. In case both the
components are not so good, in such cases it is doubtful if the institutions can survive.
(Singh: 1999).
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dullness and lethargy. Punitive action should be contemplated but only in unavoidable
and exceptional cases.
In fine, it may be safely deduced that the teachers are envisaged to be a special
breed of people. They not only have high academic qualifications, but are also
Masters or Gurus of the ideas they discuss. The thing which really makes them special
is the ability to teach and communicate in a very effective way. It is worthwhile to
mention here that Indian universities and degree colleges (with a few exceptions) are
far behind as compared to international standards. The need of the hour is to fill this
gap. In India, revamping the moral and intellectual strength of teaching community is
a programme not to be delayed further for the bright future of our student community.
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If it is not done, the time may come when the students may dictate what to learn, how
to learn and from whom to learn. It is a welcome trend if it helps in the making of
'good and honourable' citizens.
REFERENCES
Khairoowala, Z.U., Siddiqui, Saif, and Mustafa Shaikh S.M. (2002). Commerce
Education in India-Problems and Prospects. Indian Journal of Business Papers, Patna
University, Patna, Vol. 2 & 3, Dec.-June, No. 4 & 5, pp. 76-81.
Rust Roland and Oliver, Richard L. (1984). Service Quality Insights and Implications
from the frontier service quality. New Directions in Theory and Practice, pp. 1-19.
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Singh, H. Jayantakumar (1999). A Holistic Approach to the Problems of Education in
India particularly in the State of Manipur. Paper presented at the National Seminar
on the Improvement of Education System in Manipur held at Kumbi College, Manipur
under Sponsorship of the University Grants Commission, October.
Yamane, Taro (1967). Statistics, An Introductory Analysis. 2nd Ed. New York : Harper
and Row.
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