Sahana A - Academia.edu (original) (raw)
Papers by Sahana A
Asia Pacific Journal of Research, 2017
Management education originated in the USA in the early 20 th century and gradually many European... more Management education originated in the USA in the early 20 th century and gradually many European and Asian universities started Business Schools in the latter half of the 20 th century as their countries industrialised. Growth of management education in India is a post-independence trend. Business schools are tertiary educational institutions imparting education in management subjects and can be classified on the basis of pre-set criteria such as highly research oriented; teaching and research orientation; or teaching oriented institution. Post liberalization, increase in the demand for a professional manager in the country has fuelled the increase in the number of business schools in India. This paper aims to study the history and growth of management education in India. This paper also attempts to analyse the present scenario in terms of areas of concern and challenges faced by Indian Business Schools and the responses Indian Business Schools engage in order to prevail over the challenges. This paper focuses on the need for developing the competencies of Business School faculty to facilitate the shortcoming in the delivery of management education in Business Schools in India.
Research Journal of Commerce & Behavioural Science, 2015
As the gatekeepers of education, management teachers play an important role in imparting relevant... more As the gatekeepers of education, management teachers play an important role in imparting relevant knowledge and skills to the students. The responsibility of preparing the management graduates for their career rests on the faculty members. The objectives of this study is to evaluate the (i) attributes of the cognitive domain of B-School faculty members; (ii) to evaluate the significant difference between the cognitive domains of the B-School faculty members in relation to the demographic attributes and to assess the latent factors of the cognitive domain based. The literature analysis, curriculum analysis and job responsibilities as per norms helped in identifying 20 attributes of cognitive domain. A structured self administered survey questionnaire was developed for data collection. The items in the questionnaire were rated on a five point Likert scale. Each item was to be rated on a five point Likert scale. The respondents for the study consist of assistant professors, associate professors, and professors working in University affiliated B-Schools in urban Bengaluru. It was also found there is a significant difference in the cognitive competency of the B-School faculty members in relation to their gender, age and designation.
IOSR Journal of Research & Method in Education (IOSR-JRME), 2015
Abstract: Teaching methods can be categorised into two broad categories namely teacher – centered... more Abstract: Teaching methods can be categorised into two broad categories namely teacher – centered approach and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the competence of management teachers in using different teaching methods in affiliated colleges in urban Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv) To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent factors that comprises the different teaching methods. A structured self administered survey questionnaire was developed for data collection. The sampling frame for the study included permanent faculty members working in University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case study methods were the frequently used teaching methods by the faculty methods; group discussion, individual/group project, and role play were frequently but not adequately used teaching methods while simulations, field studies and workshop were the least frequently used teaching methods. Keywords: competency, learner-centric approach, teacher-centric approach, teaching methods.
IRACST – International Journal of Commerce, Business and Management, 2015
The aim of this research paper was to assess the pedagogical competencies of management faculty m... more The aim of this research paper was to assess the pedagogical competencies of management faculty members with reference to permanent faculty members working in University affiliated B-Schools in urban Bengaluru. The literature review helped in identifying 41 pedagogical competencies. A quantitative, exploratory, descriptive cross-sectional survey research design method was used in the study to analyze the competencies of B-School faculty memberws. A structured self administered survey questionnaire with five point Likert rating scale was developed for data collection. After satisfying the tests of reliability the data was subjected to Principal Component Analysis (PCA) and resulted in the identification of ten pedagogical competencies. They were named on the basis of their interrelationship within each component.
Asia Pacific Journal of Research, 2017
Management education originated in the USA in the early 20 th century and gradually many European... more Management education originated in the USA in the early 20 th century and gradually many European and Asian universities started Business Schools in the latter half of the 20 th century as their countries industrialised. Growth of management education in India is a post-independence trend. Business schools are tertiary educational institutions imparting education in management subjects and can be classified on the basis of pre-set criteria such as highly research oriented; teaching and research orientation; or teaching oriented institution. Post liberalization, increase in the demand for a professional manager in the country has fuelled the increase in the number of business schools in India. This paper aims to study the history and growth of management education in India. This paper also attempts to analyse the present scenario in terms of areas of concern and challenges faced by Indian Business Schools and the responses Indian Business Schools engage in order to prevail over the challenges. This paper focuses on the need for developing the competencies of Business School faculty to facilitate the shortcoming in the delivery of management education in Business Schools in India.
Research Journal of Commerce & Behavioural Science, 2015
As the gatekeepers of education, management teachers play an important role in imparting relevant... more As the gatekeepers of education, management teachers play an important role in imparting relevant knowledge and skills to the students. The responsibility of preparing the management graduates for their career rests on the faculty members. The objectives of this study is to evaluate the (i) attributes of the cognitive domain of B-School faculty members; (ii) to evaluate the significant difference between the cognitive domains of the B-School faculty members in relation to the demographic attributes and to assess the latent factors of the cognitive domain based. The literature analysis, curriculum analysis and job responsibilities as per norms helped in identifying 20 attributes of cognitive domain. A structured self administered survey questionnaire was developed for data collection. The items in the questionnaire were rated on a five point Likert scale. Each item was to be rated on a five point Likert scale. The respondents for the study consist of assistant professors, associate professors, and professors working in University affiliated B-Schools in urban Bengaluru. It was also found there is a significant difference in the cognitive competency of the B-School faculty members in relation to their gender, age and designation.
IOSR Journal of Research & Method in Education (IOSR-JRME), 2015
Abstract: Teaching methods can be categorised into two broad categories namely teacher – centered... more Abstract: Teaching methods can be categorised into two broad categories namely teacher – centered approach and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the competence of management teachers in using different teaching methods in affiliated colleges in urban Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv) To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent factors that comprises the different teaching methods. A structured self administered survey questionnaire was developed for data collection. The sampling frame for the study included permanent faculty members working in University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case study methods were the frequently used teaching methods by the faculty methods; group discussion, individual/group project, and role play were frequently but not adequately used teaching methods while simulations, field studies and workshop were the least frequently used teaching methods. Keywords: competency, learner-centric approach, teacher-centric approach, teaching methods.
IRACST – International Journal of Commerce, Business and Management, 2015
The aim of this research paper was to assess the pedagogical competencies of management faculty m... more The aim of this research paper was to assess the pedagogical competencies of management faculty members with reference to permanent faculty members working in University affiliated B-Schools in urban Bengaluru. The literature review helped in identifying 41 pedagogical competencies. A quantitative, exploratory, descriptive cross-sectional survey research design method was used in the study to analyze the competencies of B-School faculty memberws. A structured self administered survey questionnaire with five point Likert rating scale was developed for data collection. After satisfying the tests of reliability the data was subjected to Principal Component Analysis (PCA) and resulted in the identification of ten pedagogical competencies. They were named on the basis of their interrelationship within each component.